Honors course implementation guide

HONORS COURSE
IMPLEMENTATION GUIDE
Division of Secondary Education
PUBLIC SCHOOLS OF NORTH CAROLINA
State Board of Education | Department of Public Instruction
STATE BOARD OF EDUCATION
NC DEPARTMENT OF PUBLIC INSTRUCTION
Janice O. Davis, Interim Officer
301 N. Wilmington Street : : Raleigh, North Carolina 27601-2825
In compliance with federal law, NC Public Schools administers all state-operated educational programs,
employment activities and admissions without discrimination because of race, religion, national or ethnic origin,
color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints should be directed to:
Dr. Elsie C. Leak, Associate Superintendent : : Office of Curriculum and School Reform Services
6307 Mail Service Center :: Raleigh, NC 27699-6307 :: Telephone 919-807-3761 :: Fax 919-807-3767
Visit us on the Web:: www.ncpublicschools.org
HOWARD N. LEE
Chairman :: Raleigh
JANE P. NORWOOD
Vice Chair :: Charlotte
KATHY A. TAFT
Greenville
MICHELLE HOWARD-VITAL
Wilmington
EDGAR D. MURPHY
Durham
SHIRLEY E. HARRIS *
Troy
MELISSA E. BARTLETT *
Mooresville
ROBERT “TOM” SPEED
Boone
WAYNE MCDEVITT
Asheville
JOHN TATE III
Charlotte
BEVERLY PERDUE
Lieutenant Governor :: New Bern
RICHARD MOORE
State Treasurer :: Kittrell
* not yet confirmed
July 2005
Table of Contents
Introduction............................................................................................... 2-3
Policies
 Honors Course Policy...................................................................... 4-6
 Rigor, Relevance, and Relationship Policy ...................................... 7-8
Arts Education........................................................................................... 9-69
Career-Technical Education ...................................................................... 70-88
English Language Arts .............................................................................. 89-107
Healthful Living Education ....................................................................... 108
Mathematics.............................................................................................. 109-125
Science...................................................................................................... 126-152
Second Languages..................................................................................... 153
Social Studies............................................................................................ 154-167
Curriculum Standards................................................................................ 168
Instruction/Delivery Standards .................................................................. 169
Assessment/Student Work Standards......................................................... 170
Appendices
A. Memorandum of Understanding on Community
College Honors Courses ............................................................. 171-172
B. Comprehensive Articulation Agreement ......................................... 173-185
C. Frequently Asked Questions ........................................................... 186-193
Honors Courses in North Carolina: Introduction
July 2005 2
Background At its November 2004 meeting, the State Board of Education approved
and Rationale standards for developing and implementing honors courses in our state. These standards
in curriculum, instruction, and assessment are designed to provide a consistent
framework to guide teachers and principals as they develop and evaluate local courses
that are aligned to the state-adopted standards.
Honors curriculum, instruction, and assessment standards reinforce the work of the State
Board of Educations Ad-Hoc Committee on Rigor, Relevance and Relationships. This
committee, chaired by State Board of Education member Kathy Taft, is composed of
other State Board of Education members, high school principals and guidance counselors,
parent advocacy groups, and Department of Public Instruction staff. The committee has
researched the current status of rigor in the course offerings in schools across the state,
made recommendations, and suggested strategies to improve rigor, relevance and
relationships in our schools. These recommendations and strategies were endorsed by the
State Board of Education at its May meeting.
The Ad-Hoc Committee notes that:
Academic rigor and relevance are based on established expectations that all
students develop the capacity to master content that is complex and
challenging. In every subject, at every grade level, instruction and learning
must include commitment to a knowledge core and the application of that
knowledge core to solve complex real-world problems.
As teachers use the honors standards and principals evaluate honors courses in their LEA,
it will be very important to remember what rigor is not:
 Rigor is not a special program or curriculum for select students.
 Rigor is not about severity or hardship.
 Rigor is not about back-to-basics. It is not an attempt to roll back education to some
prior ideal state, or to find a curriculum that is somehow more fundamental or natural.
 Rigor is not about higher-order thinking. Honors courses should be concerned with
the content students were learning, not on how they were asked to think about it.
 Rigor is neither a conservative nor a liberal agenda that privileges the ideas of one
civilization over another. No culture has any prior or superior claim on rigor.
 Finally and most important, rigor is not a measure of the quantity of content to be
covered. Rather, rigor is a measure of that contents quality.
(Taken from Teaching What Matters Most: Standards and Strategies for Raising Student
Achievement, Richard Strons, et al, 2001.)
Honors Courses in North Carolina: Introduction
July 2005 3
The material in this document should not be viewed as a cookbook that includes all the
ingredients necessary to teach a successful honors course. The English teacher or biology
teacher will not find a completely prepared ready-to-teach Honors Biology or Honors
English I course in the materials in this publication. Rather the materials in this
document should be used by teacher/course developers as a foundation to customize
honors courses incorporating the unique needs and interests of their students. These
teacher/course developers will also embed in their locally-developed honors courses a
variety of background preparations and expertises from their personal experiences, as
well as the resources available in their districts to support their honors courses.
Therefore, the material included in each content areas section should be used as a
starting point or springboard for individual teacher or district level honors course
development and implementation. The state-adopted standards provide the framework
and allow for local development within this framework.
Please note pages 187-193 for a reprint of the memorandum on honors courses that was
sent to LEAs on March 22, 2005.
July 2005 4
NORTH CAROLINA STATE BOARD OF EDUCATION
Policy Manual
Policy Identification
Priority: High Student Performance
Category: Miscellaneous Graduation Policies
Policy ID Number: HSP-L-004
Policy Title: Policy outlining standards to be incorporated into the electronically generated high school
transcript
Current Policy Date: 11/04/2004
Other Historical Information: Previous board dates: 12/01/1994, 09/13/2001, 02/05/2004, 07/01/2004
Statutory Reference: GS 116-11(10a)
Administrative Procedures Act (APA) Reference Number and Category:
The Department of Public Instruction shall develop a transcript system and the local school administrative units
shall use that system to produce standardized transcripts in an automated format for applicants to higher
education institutions. The standardized transcript shall include grade point average, class rank, end-of-course
test scores, and uniform course information including course code, name, and units earned toward graduation,
and credits earned for admission to an institution of higher education. The grade point average and class rank
shall be calculated by a standard method to be devised by the institutions of higher education. The system shall
be implemented by June 30, 1995.
SUMMARY OF STANDARDS FOR CALCULATING THE WEIGHTED GRADE POINT AVERAGE
AND CLASS RANK OF NORTH CAROLINA PUBLIC HIGH SCHOOL TRANSCRIPTS
The calculations are based on a standardization of: (1) academic course levels; (2) grading scales; and (3) the
weighting of course grades. The class rank is based on a weighted grade point average in which a single (1)
quality point or weight is added to passing grades earned in Advanced/Honors/Academically Gifted courses or
two (2) quality points are added to passing grades earned in Advanced Placement courses.
Academic Course Levels and Associated Weights
Basic/Introduction
to.../Standard(S)
Course content, pace and academic rigor follow standards
specified by the North Carolina Standard Course of Study
(N.C.S.C.S.) with occasional content enrichment where
appropriate. This course provides credit toward a high school
diploma and requires the end-of-course test where available.
Advanced/Honors/
Academically Gifted
(H)
Course content, pace and academic rigor put high expectations on
the student and surpass standards specified by the (N.C.S.C.S.)
Such courses demand a greater independence and responsibility.
The courses provide credit toward a high school diploma and
require an end-of-course test where available. The state weighting
system adds the equivalent of one quality point to the grade earned
July 2005 5
in such courses.
Advanced Placement
(AP)
Course content, pace and academic rigor is college level as
adopted by the College Board or the International Baccalaureate
(IB) program and is geared to enable students to pass the AP or IB
test. The course provides credit toward a high school diploma and,
in cases where the AP/IB course is the first course taken by a
student in a subject, an end-of-course test is required if one is
offered in the subject. The state weighting system adds the
equivalent of two quality points to the grade earned in the AP/IB
course.
Grading Scales
High schools use one of three optional grading scales. The conversion of grades to quality points is standardized
and made equivalent under each option. Implicit in each option is a conversion of percentage grades to letter
grades according to the following widely used scale: 93-100=A; 85-92=B; 77-84=C; 70-76=D; <69=F. Grades
and the corresponding number of quality points are shown below for each of the three options.
Option 1 - Letter Grades without Pluses and Minuses:
A=4.0 B=3.0 C=2.0 D=1.0 F=0.0 WF=0.0
FF=0.0 WP=0.0 INC=0.0 AUD=0.0 P=0.0
Option 2 - Letter Grades with Pluses and Minuses:
A+=4.000 A =4.000 A-=3.67 B+=3.333 B =3.000 B-+2.667 C+=2.333
C =2.000 C-=1.667 D+=1.333 D =1.000 D-=0.667 F =0 WF=0
FF=0.00 WP=0.00 INC=0.00 AUD=0.00 P=0.00
Option 3 - Percentage Grades:
96-100%=4.000 91%=3.375 86%=2.750 81%=2.125 76%=1.500
95%=3.875 90%=3.250 85%=2.625 80%=2.000 75%=1.375
94%=3.750 89%=3.125 84%=2.500 79%=1.875 74%=1.250
93%=3.625 88%=3.000 83%=2.375 78%=1.750 73%=1.125
92%=3.500 87%=2.875 82%=2.250 77%=1.625 70-72%=1.000
<69%=0.00
FF=0.00 WF=0.00 WP=0.00 INC=0.00 AUD=0.00
P=0.00 F=0.00
Courses That Are Eligible for Weights
Courses eligible for weights include 9th grade (except Algebra I) and high-level courses that fall into one of the
following four categories:
1. Honors/GT sections of standard level academic courses that are aligned to the honors curriculum,
instruction, and assessment standards. Such courses are assigned to category H (1 point); It is not
necessary to have a standard level of a course to offer an honors level.
2. Pre-calculus (advanced mathematics 2070), non-AP/IB calculus, mathematics courses beyond the level
of calculus, and foreign language courses beyond the second year level. Such courses are considered to
be inherently advanced and are assigned to category H
(1 point);
July 2005 6
3. Arts education courses meeting the standards for music honors, dance honors, visual art honors, and
theatre arts honors (1 point);
4. All AP/IB and higher-level college courses (2 points).
5. Grades in community college courses that have been approved for the Comprehensive Articulation
Agreement (CAA) will receive up to 5 quality points. This list includes courses that have been reviewed
and approved for transfer by the Transfer Advisory Committee, but does not include any of the physical
education courses, the three health courses (HEA 110, 112 and 120), and the following pre-
major/elective courses: BUS 110, CHEM 115 and 115A, FRE 111 and 181, GER 111 and 181, LAT
111 and 181, PHS 110, SPA 111 and 181.
6. Independent colleges and universities and UNC campuses may also have any of the CAA courses (lower
division courses typically taught in the freshman or sophomore year of college) taught by their colleges
receive quality points in the same way as provided in #5 for the community colleges. Each independent
college and university and UNC campus may forward to DPI a list of general education courses and/or
any pre-major or elective courses that match courses from the CAA course listing except for those
course exceptions as noted in item 5.
Implementation of items 5 & 6 of this policy will begin with the incoming 9th and 10th grade classes in fall 2004.
Current 11th & 12th grade students in fall 2004 will continue under the original weighted grade agreement that is
currently in place.
Remedial courses are not eligible for weighting.
NC Grading Scale  Elementary/Middle Schools
Elementary schools and middle schools are allowed to use any grade from the existing three scales plus the
following:
Grades for Elementary/Middle Schools:
S (Satisfactory) N (Needs Improvement) U (Unsatisfactory)
PR (Promoted) RE (Retained)
July 2005 7
NORTH CAROLINA STATE BOARD OF EDUCATION
Policy Manual
Policy Identification
Priority: High Student Performance
Category: Standard Course of Study
Policy ID Number: New Policy
Policy Title: Academic Rigor
Current Policy Date:5
Other Historical Information:
Statutory Reference:
Administrative Procedures Act (APA) Reference Number and Category:
*** Begin Policy *** (Do not tamper with this line)
All students will graduate from a rigorous, relevant academic program that equips them with the
knowledge, skills, and dispositions necessary to succeed in both post-secondary education and
21st Century careers and to be participating, engaged citizens.
Academic rigor and relevance are based on established expectations that ensure that all students
develop the capacity to master content that is complex and challenging. In every subject, at
every grade level, instruction and learning must include commitment to a knowledge core and
the application of that knowledge core to solve complex real-world problems.
To ensure academic rigor and relevance and to guarantee supportive relationships for each
student in the public school setting:
Students must:
 Demonstrate content mastery and application of appropriate skills and critical thinking
 Become engaged learners who actively and responsibly participate in the learning process
 Raise questions, solve problems, think, reason, and reflect
 Complete rigorous, relevant high-level assignments in every subject
 Demonstrate learning through portfolios, exhibitions, service-learning projects, and senior
projects that use state standards for evaluation
 Communicate effectively and appropriately for a variety of purposes
 Understand their own learning styles and strengthen their own affinities
Administrators must:
July 2005 8
1) Examine their own belief systems toward children and learning and expect that all students
will learn and achieve at high levels
2) Provide an environment that supports childrens reflecting on their own learning and
affinities
3) Work collaboratively with other faculty members and staff
4) Cultivate positive relationships with students, parents, and community
5) Provide opportunities for educators to collaborate and plan
Educators must:
6) Examine their own belief systems toward children and learning and expect that all students
will learn and achieve at high levels
7) Demonstrate mastery of their content area and make it relevant for all students
8) Provide an environment that supports childrens reflecting on their own learning and
affinities
9) Use a variety of assessment methods to inform daily instruction
10) Engage students in active reasoning and critical thinking
11) Work collaboratively with other faculty members and staff
12) Cultivate positive relationships with students, parents, and community
13) Provide students with necessary academic and social supports
All North Carolina public school students shall pursue a rigorous and relevant academic course
of study as defined in the North Carolina Standard Course of Study. The following strategies
and standards set by the North Carolina State Board of Education will assure that each and every
student receives a rigorous and relevant academic program:
 Require the College Tech Preparatory or the University/College Preparatory curriculum
as the default for all students except for those who have an exception documented by an
Individualized Education Program;
 Ensure that all students have access to and the support necessary to take one or more
Advanced Placement (AP) courses or be enrolled in an International Baccalaureate (IB)
Program;
 Provide appropriate academic and social support for each student;
 Ensure that all K-12 students have the opportunity to master a challenging curriculum;
 Deliver courses consistent with the timeframe established in the North Carolina Standard
Course of Study;
 Eliminate elementary and middle school level tracking that could restrict access to
rigorous and relevant curriculum;
 Ensure that all students have early access to post-secondary and career planning for the
21st Century;
 Ensure that student placement decisions are not solely based on test scores;
 Schedule the school day based on student needs; and
Establish and monitor the quality of instructional delivery to ensure a rigorous and relevant
education for every student.
Honors Courses in North Carolina: Arts Education
July 2005 9
Introduction In November 2004, the State Board of Education approved standards to
be used for all honors courses effective with the 2005-06 school year as
a result of State Board of Education Policy HSP-L-004 (see Courses
That Are Eligible for Weights #1). Honors versions of all courses shall
adhere to, align with and reflect these North Carolina Honors Course
Standards. The revised policy requires that prior to the honors
designation there must be a curriculum guide and administrative review
of each proposed course. The development, review and approval
process must be established and ongoing in each school and/or system
to ensure honors courses warrant the additional weighted credit.
According to the policy, there may be honors courses in arts
education. Those courses that are the third and fourth year course
components of a numerical sequence of courses in any discipline area of
arts education (dance, music, theatre arts or visual arts) may have
honors versions. Students may only receive credit for an individual
honors course one time.
The new, generic North Carolina Honors Course Standards (see
Honors Curriculum, Instruction, and Assessment Standards under the
NC Standard Course of Study) apply to all arts education honors
courses as well as other disciplines. The new state standards require
school systems to develop honors courses in adherence to the new
standards put into place, use an approval process, and prepare a
curriculum guide for each individual honors course offered.
In addition to the NC Honors Course Standards, there are specific
standards for each arts education course that may be offered as an
honors course. Following this introduction, there are overviews,
prerequisites, and relevant standards for arts education honors courses
in the subjects of dance, music, theatre arts and visual arts. Please be
aware that changes have been made to the Arts Education Honors
Course Standards document since the 1994 and 1998 versions. This
2005 document, starting with the 2005-2006 school year, supersedes
all other previous Arts Education Honors Course Standards.
________________________________________________________
Course Codes Following the revision of the North Carolina Arts Education Standard
Course of Study and Grade Level Competencies, K-12 (2000), changes
in course coding were necessary in view of actual student enrollments
and to achieve alignment of honors standards in arts education.
Beginning with the 2005/2006 school year, the revised list of arts
education honors courses should be used. In addition, significant
changes to this document have been made to better explain the process
Honors Courses in North Carolina: Arts Education
July 2005 10
Course Codes,
contd.
of designing and implementing arts education honors courses in
compliance with the North Carolina Honors Course Standards.
________________________________________________________
Purpose of
Honors Courses
The purpose of honors courses in arts education is to provide the
opportunity for advanced work and to promote rigorous academic study
and practical application of knowledge and skills. These third and
fourth level courses should be designed for students who have
demonstrated an advanced level of interest, learning and achievement in
a given subject area. Furthermore, students should be informed and
understand that honors courses are more demanding and have
requirements beyond those of standard courses. The intent is not to
provide a means to attract students to enroll in arts education classes in
order to receive the additional credit afforded honors courses but, to
offer a limited number of challenging, higher level arts education
courses for students who aspire to an advanced level of learning. These
courses should be intermediate between standard courses and, where
they exist, advanced placement courses.
________________________________________________________
Honors Courses for
Levels III and IV
Only
The North Carolina Honors Course Standards apply to honors courses
in all disciplines. They stipulate for arts education that Those courses
that are the third and fourth year course components of a numerical
sequence of courses in any discipline area of arts education may have
honors versions. Students may only receive credit for an individual
honors course one time.
There are third and fourth year levels of honors course standards in
dance, theatre arts and visual arts. In music, there are third and fourth
year levels of honors course standards in the areas of band, orchestra,
and vocal music. Honors courses are provided for these three areas of
music because the content, instruction and learning in each differ
significantly from one another. Since there may only be an honors
version of a level three and a level four course in a sequence of courses
listed in the Outline of the Course Coding Structure for N.C. Public
Schools, the arts education course descriptions in this document
represent an initial level of rigorous honors standards labeled level III
and a second and more advanced level of honors standards labeled level
IV.
________________________________________________________
Use of Arts
Education Honors
Standards
The standards presented in the arts education course descriptions have
been generated to assist school personnel in designing honors courses
and to develop the required curriculum guide for each course as
specified in the state adopted North Carolina Honors Course
Honors Courses in North Carolina: Arts Education
July 2005 11
Use of Arts
Education Honors
Standards, contd.
Standards. In every case, honors courses must embody one of the
two levels of standards and promote rigorous academic study and
practical application. All honors courses in arts education must
address all of the Arts Education Honors Course Standards and
meet the requirements of the North Carolina Honors Course
Standards.
All arts education honors courses must address all the aspects of the
course descriptions, competency goals, and objectives specified in the
honors course standards. If, for example, an arts education honors
course describes six standards each with various objectives, then, the
course must address all six of these standards and all of the
accompanying objectives. Because of the demanding nature of this
work, it is recommended that honors courses be offered and students
receive honors credit during the latter years of high school. Prerequisite
courses, teacher recommendation and/or a placement audition are
required for entrance into honors courses and are stipulated for each
course at the bottom of each focus box.
________________________________________________________
Arts Education
Honors Standards
In addition to complying with the North Carolina Honors Course
Standards, the arts education honors standards are to be used to
assure that courses offered for honors credit in arts education are
eligible for weighted credit:
DANCE:
Honors Dance III
Honors Dance IV
MUSIC:
Honors Band III
Honors Band IV
Honors Orchestra III
Honors Orchestra IV
Honors Vocal Music III
Honors Vocal Music IV
THEATRE ARTS:
Honors Theatre Arts III
Honors Theatre Arts IV
VISUAL ARTS:
Honors Visual Art III
Honors Visual Art IV
__________________________________________________________
Honors Courses in North Carolina: Arts Education
July 2005 12
How Schools May
Offer Courses
The following explanation will illustrate how schools may offer honors
courses to meet their needs.
In music; in the area of band; a school might offer Band I, Band II,
Band III, Band IV, Honors Band III and Honors Band IV; or they might
only offer Band I, Band II, Honors Band III and Honors Band IV; or
elect not to offer any honors band courses. However and in any case, a
student may take and receive credit for only two honors band courses:
Honors Band III and Honors Band IV. Should a student take band
courses after completing the two honors courses (Honors Band III and
Honors Band IV), they will receive standard credit and may not receive
honors credit for any other courses taken in the area of band.
Likewise, if a student wished to take additional electives after
completing the two honors courses in any subject or area, they could do
so, but may not receive honors credit for any of the courses taken after
they have completed the two allowable courses in an individual subject
(dance, theatre arts, or visual arts) or music area (band, orchestra or
vocal music). The only courses that a student may take and for which
they may receive honors credit are the two honors versions of level III
and Level IV courses. It is possible that a student could take a
maximum total of twelve honors courses in arts education to include
two in dance, six in music (two in band, two in orchestra and two in
vocal music), two in theatre arts and two in visual arts. Advanced
Placement and International Baccalaureate courses are separate and
distinct courses from honors courses, are developed using their own
standards, and carry their own respective weighted credit.
________________________________________________________
Courses Ineligible
for Honors Courses
In reporting what courses a school is offering to the states Student
Information Management System, there are numerous arts education
courses that may not be offered nor coded as honors courses. The
following standard arts education courses may not be developed or
coded as honors courses.
Honors Courses in North Carolina: Arts Education
July 2005 13
DANCE MUSIC THEATRE
ARTS
VISUAL ARTS
5110
Dance
Education
K-8
5230
Vocal Music I
5310
Creative
Dramatics
K-8
5410
Visual Arts
K-8
5452
Studio
Art:
Drawing
5115
Dance I
5231
Vocal Music
II
5314
Intro to
Theatre Arts
5415
Visual Arts I
5453
Studio
Art:
2D
Design
5116
Dance II
5240
Orchestra I
5315
Theatre Arts
I
5416
Visual Arts II
5454
Studio
Art:
3D
Design
5125
Special
Topics Dance
I
5241
Orchestra II
5316
Theatre Arts
II
5425
Fine Crafts
5126
Special
Topics Dance
II
5255
Band I
5325
Technical
Theatre I
5429
Ceramics OTHER
5130
Dance
History
5256
Band II
5326
Technical
Theatre II
5433
Graphic
Design
5510
Folk Arts
5134
Independent
Study in
Dance
5265
Jazz Ensemble
5330
Theatre
History
5437
Photography
5270
Electronic
Music
5334
Acting
5440
Film
Production
5272
Guitar
5338
Directing
5444
Electronic Art
5275
Piano
5342
Play
Production
5448
Art History
5280
Hand bells
5360
Independent
Study in
Theatre Arts
5449
Art History
and
Appreciation
Courses which can not
be coded as honors
courses are:
5284
Independent
Study in
Music
5460
Independent
Study in
Visual Arts
_________________________________________________________
Honors Courses in North Carolina: Arts Education
July 2005 14
Courses Eligible for
Honors Credit
There are twelve arts education courses that may have honors versions.
Since honors courses were designed as comprehensive courses which
embrace diverse knowledge and skills, they should be built upon
standard courses which have a broad-based approach to the subject or
area rather than on courses that have specific foci, are introductory
courses or are more advanced courses beyond honors level courses.
Honors courses may not be offered repetitively year after year,
semester after semester, or block after block, with the same students
taking and continuing to receive honors credit for these additional but
identical courses. Regardless of how the school schedule is developed,
an arts education honors course, like other discipline courses, may only
be taken by a student for honors credit one time. Beginning with the
2005-2006 school year, the following courses are the only ones that
may have honors versions and, thus, be coded as honors courses (using
the number 5 in the second block of the course coding system
indicating academic level) and weighted accordingly. A student may
only take and receive credit once for the following arts education
honors courses.
________________________________________________________
Honors Courses in North Carolina: Arts Education
July 2005 15
___________________________________________________
The following list of arts education courses mirrors the revised arts
education section from the Outline of the Course Coding Structure for
N. C. Public Schools 2004-05. This will serve as a visual representation
of the courses that may be coded as standard, honors, International
Baccalaureate, and Advanced Placement courses. Prior to the 2002-03
school year, student information management software was modified to
reflect these changes and, therefore, student information management
personnel will only be able to code courses accordingly. School
personnel who develop honors courses for their school or system will
need to use the course titles and coding to reflect this listing.
DANCE THEATRE ARTS
Course Coding
Structure for Arts
Education
5110 Dance Education
(K-8)
5310 Creative Dramatics
(K-8)
The only courses that may
have honors versions and
may be coded as honors
courses:
Total number of honors courses
that any individual public or
charter high school student may
take and receive honors credit for:
5117 Dance III
5118 Dance IV
Dance (2)
5232 Vocal Music III
5233 Vocal Music IV
Music - Vocal Music (2)
5242 Orchestra III
5243 Orchestra IV
Music - Orchestra (2)
5257 Band III
5258 Band IV
Music - Band (2)
5317 Theatre Arts III
5318 Theatre Arts IV
Theatre Arts (2)
5417 Visual Arts III
5418 Visual Arts IV
Visual Arts (2)
Total Number
of Arts Education
Honors Courses
Total arts education honors
courses a school may offer
and for which an individual
student may receive honors
credit
12
Honors Courses in North Carolina: Arts Education
July 2005 16
5115 Dance I
(9-12)
5314 Introduction to
Theatre Arts
(9-12)
5116 Dance II (9-12) # 5315 Theatre Arts I (9-12)
+ 5117 Dance III
(9-12)
# 5316 Theatre Arts II
(9-12)
+ 5118 Dance IV
(9-12)
+ 5317 Theatre Arts III
(9-12)
5125 Special Topics
Dance I
(9-12)
+ 5318 Theatre Arts IV
(9-12)
See Note
Below
5126 Special Topics
Dance II (9-12)
5325 Technical Theatre I
(9-12)
5130 Dance History
(9-12)
5326 Technical Theatre II
(9-12)
5134 Independent
Study in Dance
5330 Theatre History
(9-12)
MUSIC 5334 Acting (9-12)
5210 General Music
(K-12)
5338 Directing (9-12)
* # 5215 Music Theory
(10-12)
5342 Play Production
(9-12)
# 5220 Music History/
Appreciation
(9-12)
5360 Independent Study
in Theatre Arts
5230 Vocal Music I VISUAL ARTS
5231 Vocal Music II 5410 Visual Arts
(K-8)
+ 5232 Vocal Music III 5415 Visual Arts I
(9-12)
+ 5233 Vocal Music IV 5416 Visual Arts II
(9-12)
5240 Orchestra I + 5417 Visual Arts III
(9-12)
5241 Orchestra II + 5418 Visual Arts IV
(9-12)
+ 5242 Orchestra III 5425 Fine Crafts
(9-12)
+ 5243 Orchestra IV 5429 Ceramics
(9-12)
5255 Band I 5433 Graphic Design
(9-12)
5256 Band II 5437 Photography
(9-12)
+ 5257 Band III 5440 Film Production
(9-12)
+ 5258 Band IV 5444 Electronic Art
(9-12)
5265 Jazz Ensemble
(9-12)
* 5448 Art History
(9-12)
Honors Courses in North Carolina: Arts Education
July 2005 17
5270 Electronic Music # 5449 Art History and
Appreciation
5272 Guitar * 5452 Studio Art:
Drawing (9-12)
5275 Piano * 5453 Studio Art:
2D Design (9-12)
5280 Hand bells * 5454 Studio Art:
3D Design (9-12)
5284 Independent
Study in Music
5460 Independent Study
in Visual Arts
OTHER
5510 Folk Arts (K-12)
5999 Community College
Arts
+ Denotes arts education courses that may be offered at
the honors level (Code 5)
* Denotes courses that may have an Advanced
Placement version (Code 7)
KEY:
# Denotes courses that may be offered in the
International Baccalaureate Program (Code 8)
NOTE:
With the adoption of the new generic Honors Course
Standards, 5125 Special Topics Dance I (9-12) and
5126 Special Topics Dance II (9-12) may not have
honors versions since they do not meet the requirement
of being third and fourth level courses in a numerical
sequence of courses in the Outline of the Course Coding
Structure for N. C. Public Schools 2004-05.
____________________________________________________________
HONORS DANCE III
Course Code 5117-5
Focus Areas:
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, applications and
production/performance
Overview:
 Honors Dance III addresses the competency goals and objectives of the North
Carolina Standard Course of Study for Dance III and provides additional
extensions of these goals and objectives as a foundation for advanced
technique building, creation of dance choreography, and the study of dance
Honors Courses in North Carolina: Arts Education
July 2005 18
history. Honors Dance III students demonstrate a commitment to personal
fitness and to attaining an advanced level of technical skill while performing
with greater fluency, precision, and articulation. Students combine the use of
improvisation, dance elements, choreographic principles, and
technical/theatrical elements to explore the creation of meaningful dance
compositions. Students communicate personal feelings, thoughts, ideas, and
concepts through the skillful use of dance movement and present their
choreography to selected audiences. Through the use of aesthetic criteria,
students analyze and evaluate in a constructive manner the impact of their
own choreography and the work of others. Students create interdisciplinary
projects and continue their study of dance through cultural and historical
viewpoints with an emphasis on the development of dance from the
Renaissance through Romantic periods. Students will maintain a portfolio that
contains written and/or visual examples of their work.
Prerequisites for Honors Dance III:
 Completion of two levels of dance:
Dance I (5115) or Special Topics Dance I (5125); and
Dance II (5116) or Special Topics Dance II (5126) and/or
 A placement audition and teacher recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and
skills in dance. (National Standard 1)
Objectives
1.01 Demonstrate a high level of consistency and reliability in performing
advanced technical skills.
COMPETENCY GOAL 2: The learner will understand choreographic principles,
processes, and structures. (National Standard 2)
Objectives
2.01 Demonstrate the use of various stimuli, choreographic structures, and
choreographic principles in the creation of original compositions.
2.02 Use technology and multimedia to create a dance composition featuring
various technical/theatrical elements and analyze the effectiveness of these
elements.
COMPETENCY GOAL 3: The learner will understand that dance can create and
communicate meaning. (National Standard 3)
Honors Courses in North Carolina: Arts Education
July 2005 19
Objectives
3.01 Communicate personal feelings and ideas through movement in original
movement compositions.
3.02 Compare, contrast, and evaluate how well meaning is communicated in two
or more different choreographic works.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and
creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Analyze the style of a choreographer or cultural form; then create a dance in
that style, articulating the reasons for the artistic decisions made.
4.02 Apply selected aesthetic criteria to analyze and evaluate personal
choreography and that of others.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in
various cultures and historical periods. (National Standard 5)
Objectives
5.01 Analyze the development of dance from the Renaissance through Romantic
periods, illustrating the impact of dance in these periods on twentieth
century dance and placing events in their social/historical/cultural/political
contexts.
COMPETENCY GOAL 6: The learner will make connections between dance and
healthful living. (National Standard 6)
Objectives
6.01 Analyze functions of muscle groups in performing dance movement.
6.02 Demonstrate a high level of personal commitment and discipline necessary to
achieve success in meeting personal goals as a dancer.
COMPETENCY GOAL 7: The learner will make connections between dance and
other content areas. (National Standard 7)
Objectives
7.01 Create an interdisciplinary project based on dance, music, theatre arts and
Honors Courses in North Carolina: Arts Education
July 2005 20
visual arts from the same culture and time period in terms of how those
works reflect the artistic/cultural/historical context of the time.
7.02 Compute a budget for a dance production by organizing, estimating,
predicting, and analyzing expenses and resources needed.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a
range of opportunities for involvement.
Objectives
8.01 Analyze personal progress through the creation and use of a dance portfolio
containing written and visual samples of individual work.
Honors Courses in North Carolina: Arts Education
July 2005 21
HONORS DANCE IV
Course Code 5118-5
Focus Areas:
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, applications and
production/performance
Overview:
 Honors Dance IV is an advanced continuation of Honors Dance III.
Honors Dance IV addresses the competency goals and objectives of the North
Carolina Standard Course of Study for Dance IV and provides additional
extensions of these goals and objectives as a foundation for advanced
technique building and the refining of skills in both choreography and
performance. Students apply their creative and technical knowledge and skills
and use expanded aesthetic criteria to analyze, synthesize, and evaluate their
own choreography as well as works of others. Students strive to clearly
express ideas as they examine the creative process of integrating movement
with choreographic intent. The development of dance during the Twentieth
Century and into the contemporary era is a major focus of Modern Dance IV.
Studies include the purposes of dance, dance genres and styles, artistic
conflicts and resolutions, innovations, social issues, technological
applications, and significant contributors to dance. Students learn to assess
personal health and fitness, develop and achieve personal dance goals, and
integrate knowledge and skills with a variety of other content areas. Students
will maintain a portfolio which contains written and/or visual examples of
their work.
Prerequisites for Honors Dance IV:
 Completion of 5117 Honors Dance III; and/or
 A placement audition and teacher recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and
skills in dance. (National Standard 1)
Objectives
1.01 Perform advanced technical skills with artistic expression: demonstrating
clarity, musicality, and stylistic nuance.
Honors Courses in North Carolina: Arts Education
July 2005 22
COMPETENCY GOAL 2: The learner will understand choreographic principles,
processes, and structures. (National Standard 2)
Objectives
2.01 Choreograph a solo or group movement composition which demonstrates
effective manipulation of choreographic principles, processes and
structures.
2.02 Utilize and manipulate various structures and/or forms of dance in dance
compositions.
COMPETENCY GOAL 3: The learner will understand that dance can create and
communicate meaning. (National Standard 3)
Objectives
3.01 Develop a position paper justifying the artistic decisions made in
objective 2.01 above as a means to communicate.
3.02 Critique how effectively technical/theatrical elements in personal
choreography and the works of others affect the meaning of dance.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and
creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Analyze the impact of issues regarding ethnicity, gender, socio/economic
class, age and/or physical condition on the creation and performance of
dance.
4.02 Formulate and justify a personal set of aesthetic criteria for dance.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in
various cultures and historical periods. (National Standard 5)
Objectives
5.01 Perform, compare and contrast the role and significance of dance in two
different social/historical/cultural/political contexts.
5.02 Research the development of dance during the Twentieth Century and
contemporary eras focusing on the purpose of dance, dance genres and styles,
artistic conflicts and resolutions, significant contributors, and innovations.
Honors Courses in North Carolina: Arts Education
July 2005 23
COMPETENCY GOAL 6: The learner will make connections between dance and
healthful living. (National Standard 6)
Objectives
6.01 Demonstrate understanding of basic principles of anatomy and kinesiology
through a dance demonstration that includes movement, along with written
and verbal explanation.
COMPETENCY GOAL 7: The learner will make connections between dance and
other content areas. (National Standard 7)
Objectives
7.01 Create an interdisciplinary project using technical/theatrical elements that
presents dance in a new or enhanced form.
7.02 Choreograph an original movement composition, connecting dance with at
least one other art form or content area.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a
range of opportunities for involvement.
Objectives
8.01 Create a proposal for a local school board that justifies dance in the public
school system and identifies a range of student opportunities for
involvement in dance as well as both intrinsic and extrinsic benefits of
studying dance.
8.02 Critique and evaluate personal progress through the creation and use of a
dance portfolio of written and/or visual samples of student work.
Honors Courses in North Carolina: Arts Education
July 2005 24
HONORS BAND III
Course Code 5257-5
Focus Areas:
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, applications and performance
Overview:
 Honors Band III addresses the competency goals and objectives of the North
Carolina Standard Course of Study for Instrumental Music III and provides
additional extensions of these goals and objectives as a foundation for
advanced proficiencies in performance, conducting, listening, appreciation,
history, analyzing, composing, the use of current technology, and research
culminating in written reports.
Honors Band III will provide students with opportunities to:
 Develop and demonstrate advanced instrumental practices
 Play with increased technical accuracy and expression
 Refine sight reading and ear training skills
 Play instrumental literature at Levels IV-V, which requires well-developed
technical skills, attention to phrasing and interpretation, and ability to perform
various meters and rhythms in a variety of keys
 Play instrumental literature representing diverse genres, styles, and cultures
 Use singing in instrumental study, as appropriate
 Develop skills in improvising, composing and arranging music
 Develop skills in listening to, analyzing, and evaluating musical experiences
 Apply advanced reading and notating skills
 Demonstrate an understanding of instrumental literature in relationship to history,
culture, and other content areas
Additionally, students must create and/or maintain a portfolio which contains a
combination of written, audio, or visual examples of their work. Participation in
Honors Band III prepares students for further instrumental studies in music.
NOTE: Throughout the music section of this document the * indicates levels of
music difficulty, which range from Level I to Level VI. Level I is defined as
beginning and Level VI as the highest degree of difficulty. This level classification
is universally used so that music educators, students and others can distinguish
how difficult any given music composition may be to execute. This classification
system applies only to the difficulty of the music and does not apply to the grade
level or performance level of the student.
Honors Courses in North Carolina: Arts Education
July 2005 25
Prerequisites for Honors Band III:
 Completion of Band I (5255) and Band II (5256); and/or
 Teacher audition and recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied
repertoire of music. (National Standard 1)
Objectives
1.01 Sing selected instrumental parts using appropriate pitch, rhythm, dynamics,
and tempo.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with
others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play instrumental literature at the IV-V* level of difficulty, with appropriate
expression and well-developed technical accuracy.
2.02 Play level IV-V* music as a member of a chamber ensemble(s) as well as
large ensemble(s) and as a soloist.
2.03 Perform complex rhythmic patterns found in the music literature studied at
the IV-V* level including advanced syncopated rhythms.
2.04 Demonstrate control of dynamic levels while maintaining appropriate tone
control as required by the style of music.
2.05 Perform all major and all forms of minor (pure, melodic, harmonic) scales
and arpeggios.
2.06 Perform modal, and chromatic scales for two octaves (wind instruments and
mallet percussion instruments). Indefinite pitch percussion students will
demonstrate proficiency of 13 essential rudiments.
2.07 Demonstrate proper instrument care and maintenance.
Honors Courses in North Carolina: Arts Education
July 2005 26
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and
accompaniments. (National Standard 3)
Objectives
3.01 Improvise original melodies in a variety of styles, over given chord
progressions, each in a consistent style, meter, and tonality.
COMPETENCY GOAL 4: The learner will compose and arrange music within
specified guidelines. (National Standard 4)
Objectives
4.01 Create an arrangement of at least one piece of existing instrumental music
incorporating appropriate voicings and ranges.
4.02 Synthesize the study and characteristics of several styles/genres of music to
create at least two original compositions.
4.03 Use a variety of sound, notational, and technological sources to compose and
arrange music.
COMPETENCY GOAL 5: The learner will read and notate music.
(National Standard 5)
Objectives
5.01 Demonstrate the ability to read a full instrumental score by describing how
the elements of music are used and explaining all transpositions and clefs in
a written analysis of the music.
5.02 Sight read with at least 80% accuracy music at a IV-V* level of difficulty.
5.03 Interpret nonstandard notation symbols.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music.
(National Standard 6)
Objectives
6.01 Formally analyze chord structures and progressions in musical forms
representing diverse genres and cultures.
6.02 Evaluate own playing and demonstrate refinement of intonation and
advanced discrimination of pitch based on these evaluations.
Honors Courses in North Carolina: Arts Education
July 2005 27
6.03 Identify and transcribe intervals and melodies that are heard (advanced ear
training).
COMPETENCY GOAL 7: The learner will evaluate music and music
performances. (National Standard 7)
Objectives
7.01 Develop and apply specific criteria to make informed, critical evaluations of
the quality and effectiveness of performances, compositions, arrangements,
and improvisations and apply the criteria to one's personal interpretation of
music.
7.02 Evaluate a given musical work in terms of its aesthetic qualities and analyze
the musical means it uses to evoke feelings and emotions. Justify the
analysis in a written and/or visual product or presentation.
7.03 Listen to, analyze and evaluate the blend and balance within an instrumental
ensemble. Recommend changes to the ensemble based on these evaluations.
COMPETENCY GOAL 8: The learner will understand relationships between
music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Research and provide a written report analyzing the relationship between a
selected piece of music and at least one other art form from the same culture
and time period in terms of how those works reflect the
artistic/cultural/historical context of the time.
COMPETENCY GOAL 9: The learner will understand music in relation to history
and culture. (National Standard 9)
Objectives
9.01 Analyze distinguishing characteristics of representative examples of music to
identify the genre, style, culture and/or historical period of the examples.
9.02 Provide a written analysis of patterns, relationships, and trends in music of
selected cultures and historical periods to draw inferences and make
predictions about past, present, and future social outcomes.
Honors Courses in North Carolina: Arts Education
July 2005 28
HONORS BAND IV
Course Code 5258-5
Focus Areas
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, application and performance
Overview:
 Honors Band IV is an advanced continuation of Honors Band III and
addresses the competency goals and objectives of the North Carolina
Standard Course of Study for Instrumental Music IV and provides additional
extensions of these goals and objectives as a foundation for advanced
proficiencies in performance, conducting, listening, appreciation, history,
analyzing, composing, the use of current technology, and research culminating
in written reports.
Honors Band IV will provide students with opportunities to:
 Develop and demonstrate advanced instrumental practices
 Play with increased technical accuracy and expression
 Refine sight reading and ear training skills
 Play difficult instrumental literature at Level V-VI, which requires advanced
technical and interpretive skills, the ability to perform in various and unusual
meters and keys, complex rhythms, and subtle dynamic requirements
 Play instrumental literature representing diverse genres, styles, and cultures
 Use singing in instrumental study, as appropriate
 Develop skills in improvising, composing and arranging music
 Develop skills in listening to, analyzing, and evaluating musical experiences
 Apply advanced reading and notating skills with traditional and non-traditional
music
 Demonstrate an understanding of instrumental literature in relationship to history,
culture, and other content areas
Additionally, students must create and/or maintain a portfolio that contains a
combination of written, audio, or visual examples of their work. Participation in
Honors Band IV prepares students for further instrumental studies in music.
NOTE: Throughout the music section of this document the * indicates levels of
music difficulty, which range from Level I to Level VI. Level I is defined as
beginning and Level VI as the highest degree of difficulty. This level classification
is universally used so that music educators, students and others can distinguish
how difficult any given music composition may be to execute. This classification
system applies only to the difficulty of the music and does not apply to the grade
Honors Courses in North Carolina: Arts Education
July 2005 29
level or performance level of the student.
Prerequisites for Honors Band IV:
 Completion of Honors Band III (5257); and/or
 Teacher audition and recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied
repertoire of music. (National Standard 1)
Objectives
1.01 Sing selected instrumental parts using appropriate pitch, rhythm, dynamics,
and tempo.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with
others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play instrumental literature at the V-VI* level of difficulty, with appropriate
expression and well-developed technical accuracy.
2.02 Play level V-VI* music as a member of a chamber ensemble(s) as well as
large ensemble(s) and as a soloist.
2.03 Perform complex rhythmic patterns found in the music literature studied at
the V-VI* level including advanced syncopated and complex rhythms.
2.04 Demonstrate control of dynamic levels while maintaining appropriate tone
control as required by the style of music.
2.05 Perform all major and all forms of minor (pure, melodic, harmonic) scales
and arpeggios.
2.06 Perform whole-tone and pentatonic scales.
2.07 Perform modal, and chromatic scales for two octaves (wind instruments and
mallet percussion instruments). Indefinite pitch percussion students will
demonstrate proficiency of 26 essential rudiments.
2.08 Demonstrate a mature, developed tone quality.
Honors Courses in North Carolina: Arts Education
July 2005 30
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and
accompaniments. (National Standard 3)
Objectives
3.01 Improvise original melodies in a variety of styles, over given chord
progressions, each in a consistent style, meter, and tonality.
COMPETENCY GOAL 4: The learner will compose and arrange music within
specified guidelines. (National Standard 4)
Objectives
4.01 Create an arrangement of at least one full instrumental score of a piece of
existing instrumental music incorporating appropriate voicings and ranges.
4.02 Create at least two original compositions using individually developed
criteria.
4.03 Use a variety of sound, notational, and technological sources to compose and
arrange music.
COMPETENCY GOAL 5: The learner will read and notate music.
(National Standard 5)
Objectives
5.01 Demonstrate the ability to read a full instrumental score by describing how
the elements of music are used and explaining all transpositions and clefs in
a written analysis of the music.
5.02 Sight read with at least 80% accuracy music at a V-VI* level of difficulty.
5.03 Use nonstandard notation symbols in an original composition.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music.
(National Standard 6)
Objectives
6.01 Formally analyze music including forms such as fugue, sonata, symphonic;
chord structures and progressions; and 12-tone row and atonal music of the
twentieth- and twenty-first centuries.
6.02 Evaluate own playing and demonstrate refinement of intonation and
Honors Courses in North Carolina: Arts Education
July 2005 31
advanced discrimination of pitch based on these evaluations.
6.03 Identify and transcribe intervals and melodies that are heard (advanced ear
training).
COMPETENCY GOAL 7: The learner will evaluate music and music
performances. (National Standard 7)
Objectives
7.01 Develop and apply specific criteria to make informed, critical evaluations of
the quality and effectiveness of performances, compositions, arrangements,
and improvisations and apply the criteria to one's personal interpretation of
music.
7.02 Evaluate a given musical work in terms of its aesthetic qualities and analyze
the musical means it uses to evoke feelings and emotions. Justify the
analysis in a written and/or visual product or presentation.
7.03 Listen to, analyze and evaluate the intonation and pitch in personal playing.
Implement refinements based on these evaluations.
COMPETENCY GOAL 8: The learner will understand relationships between
music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Research and provide a written report analyzing the relationship between
music and at least one other discipline.
COMPETENCY GOAL 9: The learner will understand music in relation to history
and culture. (National Standard 9)
Objectives
9.01 Analyze distinguishing characteristics of representative examples of music to
identify the genre, style, culture and/or historical period of the examples.
9.02 Provide a written analysis of patterns, relationships, and trends in music of
selected cultures and historical periods to draw inferences and make
predictions about past, present, and future social outcomes.
Honors Courses in North Carolina: Arts Education
July 2005 32
HONORS ORCHESTRA III
Course Code 5242-5
Focus Areas:
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, applications and performance
Overview: Honors Orchestra III
 Honors Orchestra III addresses the competency goals and objectives of the
North Carolina Standard Course of Study for Instrumental Music III and
provides additional extensions of these goals and objectives as a foundation
for advanced proficiencies in performance, conducting, listening,
appreciation, history, analyzing, composing, the use of current technology,
and research culminating in written reports.
Honors Orchestra III will provide students with opportunities to:
 Develop and demonstrate advanced instrumental practices
 Play with increased technical accuracy and expression
 Refine sight reading and ear training skills
 Play instrumental literature at Levels IV-V, which requires well-developed
technical skills, attention to phrasing and interpretation, and ability to perform
various meters and rhythms in a variety of keys
 Play instrumental literature representing diverse genres, styles, and cultures
 Use singing in instrumental study, as appropriate
 Develop skills in improvising, composing and arranging music
 Develop skills in listening to, analyzing, and evaluating musical experiences
 Apply advanced reading and notating skills
 Demonstrate an understanding of instrumental literature in relationship to history,
culture, and other content areas
Additionally, students must create and/or maintain a portfolio that contains a
combination of written, audio, or visual examples of their work. Participation in
Honors Orchestra III prepares students for further instrumental studies in music.
NOTE: Throughout the music section of this document the * indicates levels of
music difficulty, which range from Level I to Level VI. Level I is defined as
beginning and Level VI as the highest degree of difficulty. This level classification
is universally used so that music educators, students and others can distinguish
how difficult any given music composition may be to execute. This classification
system applies only to the difficulty of the music and does not apply to the grade
level or performance level of the student.
Honors Courses in North Carolina: Arts Education
July 2005 33
Prerequisites for Honors Orchestra III:
 Completion of Orchestra I (5240) and II (5241); and/or
 Placement audition and teacher recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied
repertoire of music. (National Standard 1)
Objectives
1.01 Sing selected instrumental parts using appropriate pitch, rhythm, dynamics,
and tempo.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with
others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play instrumental literature at the IV-V* level of difficulty, with appropriate
expression and well-developed technical accuracy.
2.02 Play level IV-V* music as a member of a chamber ensemble(s) as well as
large ensemble(s) and as a soloist.
2.03 Perform complex rhythmic patterns found in the music literature studied at
the IV-V* level including advanced syncopated rhythms.
2.04 Demonstrate control of dynamic levels while maintaining appropriate tone
control as required by the style of music.
2.05 Perform all major and all forms of minor (pure, melodic, harmonic) scales
and arpeggios.
2.06 Perform modal, and chromatic scales for two octaves (string and wind
instruments and mallet percussion instruments). Indefinite pitch percussion
students will demonstrate proficiency of 13 essential rudiments.
2.07 Demonstrate proper instrument care and maintenance.
Honors Courses in North Carolina: Arts Education
July 2005 34
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and
accompaniments. (National Standard 3)
Objectives
3.01 Improvise original melodies in a variety of styles, over given chord
progressions, each in a consistent style, meter, and tonality.
COMPETENCY GOAL 4: The learner will compose and arrange music within
specified guidelines. (National Standard 4)
Objectives
4.01 Create an arrangement of at least one piece of existing instrumental music
incorporating appropriate voicings and ranges.
4.02 Synthesize the study and characteristics of several styles/genres of music to
create at least two original compositions.
4.03 Use a variety of sound, notational, and technological sources to compose and
arrange music.
COMPETENCY GOAL 5: The learner will read and notate music.
(National Standard 5)
Objectives
5.01 Demonstrate the ability to read a full instrumental score by describing how
the elements of music are used and explaining all transpositions and clefs in
a written analysis of the music.
5.02 Sight read with at least 80% accuracy music at a IV-V* level of difficulty.
5.03 Interpret nonstandard notation symbols used by some twentieth- and twenty-
first century composers.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music.
(National Standard 6)
Objectives
6.01 Formally analyze chord structures and progressions in musical forms
representing diverse genres and cultures.
6.02 Evaluate own playing and demonstrate refinement of intonation and
Honors Courses in North Carolina: Arts Education
July 2005 35
advanced discrimination of pitch based on these evaluations.
6.03 Identify and transcribe intervals and melodies that are heard (advanced ear
training).
COMPETENCY GOAL 7: The learner will evaluate music and music
performances. (National Standard 7)
Objectives
7.01 Develop and apply specific criteria to make informed, critical evaluations of
the quality and effectiveness of performances, compositions, arrangements,
and improvisations and apply the criteria to one's personal interpretation of
music.
7.02 Evaluate a given musical work in terms of its aesthetic qualities and analyze
the musical means it uses to evoke feelings and emotions. Justify the
analysis in a written and/or visual product or presentation.
7.03 Listen to, analyze and evaluate the blend and balance within an instrumental
ensemble. Recommend changes to the ensemble based on these evaluations.
COMPETENCY GOAL 8: The learner will understand relationships between
music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Research and provide a written report analyzing the relationship between a
selected piece of music and at least one other art form from the same culture
and time period in terms of how those works reflect the
artistic/cultural/historical context of the time.
COMPETENCY GOAL 9: The learner will understand music in relation to history
and culture. (National Standard 9)
Objectives
9.01 Analyze distinguishing characteristics of representative examples of music to
identify the genre, style, culture and/or historical period of the examples.
9.02 Provide a written analysis of patterns, relationships, and trends in music of
selected cultures and historical periods to draw inferences and make
predictions about past, present, and future social outcomes.
Honors Courses in North Carolina: Arts Education
July 2005 36
HONORS ORCHESTRA IV
Course Code 5243-5
Focus Areas:
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, application and performance
Overview:
 Honors Orchestra IV is an advanced continuation of Honors Orchestra III.
Honors Orchestra IV addresses the competency goals and objectives of the
North Carolina Standard Course of Study for Instrumental Music IV and
provides additional extensions of these goals and objectives as a foundation
for advanced proficiencies in performance, conducting, listening,
appreciation, history, analyzing, composing, the use of current technology,
and research culminating in written reports.
Honors Band IV will provide students with opportunities to:
 Develop and demonstrate advanced instrumental practices
 Play with increased technical accuracy and expression
 Refine sight reading and ear training skills
 Play difficult instrumental literature at Level V-VI, which requires advanced
technical and interpretive skills, the ability to perform in various and unusual
meters and keys, complex rhythms, and subtle dynamic requirements
 Play instrumental literature representing diverse genres, styles, and cultures
 Use singing in instrumental study, as appropriate
 Develop skills in improvising, composing and arranging music
 Develop skills in listening to, analyzing, and evaluating musical experiences
 Apply advanced reading and notating skills with traditional and non-traditional
music
 Demonstrate an understanding of instrumental literature in relationship to history,
culture, and other content areas
Additionally, students must create and/or maintain a portfolio that contains a
combination of written, audio, or visual examples of their work. Participation in
Honors Orchestra IV prepares students for further instrumental studies in music.
NOTE: Throughout the music section of this document the * indicates levels of
music difficulty, which range from Level I to Level VI. Level I is defined as
beginning and Level VI as the highest degree of difficulty. This level classification
is universally used so that music educators, students and others can distinguish
how difficult any given music composition may be to execute. This classification
system applies only to the difficulty of the music and does not apply to the grade
Honors Courses in North Carolina: Arts Education
July 2005 37
level or performance level of the student.
Prerequisites for Honors Orchestra IV:
 Completion of 5242 Honors Orchestra III; and/or
 Placement audition and teacher recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied
repertoire of music. (National Standard 1)
Objectives
1.01 Sing selected instrumental parts using appropriate pitch, rhythm, dynamics,
and tempo.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with
others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play instrumental literature at the V-VI* level of difficulty, with appropriate
expression and well-developed technical accuracy.
2.02 Play level V-VI* music as a member of a chamber ensemble(s) as well as
large ensemble(s) and as a soloist.
2.03 Perform complex rhythmic patterns found in the music literature studied at
the V-VI* level including advanced syncopated and complex rhythms.
2.04 Demonstrate control of dynamic levels while maintaining appropriate tone
control as required by the style of music.
2.05 Perform all major and all forms of minor (pure, melodic, harmonic) scales
and arpeggios.
2.06 Perform whole-tone and pentatonic scales.
2.07 Perform modal, and chromatic scales for two octaves (wind instruments and
mallet percussion instruments). Indefinite pitch percussion students will
demonstrate proficiency of 26 essential rudiments.
2.08 Demonstrate a mature, developed tone quality.
Honors Courses in North Carolina: Arts Education
July 2005 38
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and
accompaniments. (National Standard 3)
Objectives
3.01 Improvise original melodies in a variety of styles, over given chord
progressions, each in a consistent style, meter, and tonality.
COMPETENCY GOAL 4: The learner will compose and arrange music within
specified guidelines. (National Standard 4)
Objectives
4.01 Create an arrangement of at least one full instrumental score of a piece of
existing instrumental music incorporating appropriate voicings and ranges.
4.02 Create at least two original compositions using individually developed
criteria.
4.03 Use a variety of sound, notational, and technological sources to compose and
arrange music.
COMPETENCY GOAL 5: The learner will read and notate music.
(National Standard 5)
Objectives
5.01 Demonstrate the ability to read a full instrumental score by describing how
the elements of music are used and explaining all transpositions and clefs in
a written analysis of the music.
5.02 Sight read with at least 80% accuracy music at a V-VI* level of difficulty.
5.03 Use nonstandard notation symbols in an original composition.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music.
(National Standard 6)
Objectives
6.01 Formally analyze music including forms such as fugue, sonata, symphonic;
chord structures and progressions; and 12-tone row and atonal music of the
twentieth- and twenty-first centuries.
6.02 Evaluate own playing and demonstrate refinement of intonation and
Honors Courses in North Carolina: Arts Education
July 2005 39
advanced discrimination of pitch based on these evaluations.
6.03 Identify and transcribe intervals and melodies that are heard (advanced ear
training).
COMPETENCY GOAL 7: The learner will evaluate music and music
performances. (National Standard 7)
Objectives
7.01 Develop and apply specific criteria to make informed, critical evaluations of
the quality and effectiveness of performances, compositions, arrangements,
and improvisations and apply the criteria to one's personal interpretation of
music.
7.02 Evaluate a given musical work in terms of its aesthetic qualities and analyze
the musical means it uses to evoke feelings and emotions. Justify the
analysis in a written and/or visual product or presentation.
7.03 Listen to, analyze and evaluate the intonation and pitch in personal playing.
Implement refinements based on these evaluations.
COMPETENCY GOAL 8: The learner will understand relationships between
music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Research and provide a written report analyzing the relationship between
music and at least one other discipline.
COMPETENCY GOAL 9: The learner will understand music in relation to history
and culture. (National Standard 9)
Objectives
9.01 Analyze distinguishing characteristics of representative examples of music to
identify the genre, style, culture and/or historical period of the examples.
9.02 Provide a written analysis of patterns, relationships, and trends in music of
selected cultures and historical periods to draw inferences and make
predictions about past, present, and future social outcomes.
Honors Courses in North Carolina: Arts Education
July 2005 40
HONORS VOCAL MUSIC III
Course Code 5232-5
Focus Areas:
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, application and performance
Overview:
 Honors Vocal Music III addresses the competency goals and objectives of the
North Carolina Standard Course of Study for Vocal Music III and provides
additional extensions of these goals and objectives as a foundation for
advanced proficiencies in performance, conducting, listening, appreciation,
history, analyzing, composing, the use of current technology, and research
culminating in written reports.
Honors Vocal Music III will provide students with opportunities to:
 Develop and demonstrate advanced vocal practices and refine the use of the voice
as an instrument
 Sing with increased technical accuracy and expression
 Refine sight reading and ear training skills
 Sing moderately difficult vocal literature which requires well-developed technical
skills, attention to phrasing and interpretation, and ability to perform various
meters and rhythms in a variety of keys
 Sing vocal literature representing diverse genres, styles, and cultures
 Utilize instruments as appropriate
 Develop skills in improvising, composing and arranging music
 Develop skills in listening to, analyzing, and evaluating musical experiences
 Apply reading and notating skills
 Develop an understanding of vocal literature in relationship to history, culture,
and other content areas
Additionally, students must create and/or maintain a portfolio that contains a
combination of written, audio, or visual examples of their work. Participation in
Honors Vocal Music III prepares students for further vocal studies in music.
NOTE: Throughout the music section of this document the * indicates levels of
music difficulty, which range from Level I to Level VI. Level I is defined as
beginning and Level VI as the highest degree of difficulty. This level classification
is universally used so that music educators, students and others can distinguish
how difficult any given music composition may be to execute. This classification
system applies only to the difficulty of the music and does not apply to the grade
level or performance level of the student.
Honors Courses in North Carolina: Arts Education
July 2005 41
Prerequisites for Honors Vocal Music III:
 Completion of Vocal Music I (5230) and Vocal Music II (5231); and/or
 Placement audition and teacher recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied
repertoire of music. (National Standard 1)
Objectives
1.01 Sing moderately difficult vocal literature at a IV-V* level (with and without
accompaniment) which requires well-developed technical skills, attention to
phrasing and interpretation, and the ability to perform various meters and
rhythms in a variety of keys.
1.02 Sing complex rhythmic patterns found in the music literature studied at the
IV-V* level including advanced syncopated rhythms.
1.03 Sing level IV-V* music as a member of a chamber ensemble(s) as well as
large ensemble(s) and as a soloist.
1.04 Sing vocalizes, major and minor scales, and arpeggios.
1.05 Demonstrate control of dynamic levels while maintaining appropriate tone
control as required by the style of music.
1.06 Exhibit proper vocal care and maintenance of the voice in relation to vocal
production and advanced vocal techniques required by ensemble and solo
literature.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with
others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play vocal music parts in the study of vocal music and/or select appropriate
instrumental accompaniments for designated vocal music.
Honors Courses in North Carolina: Arts Education
July 2005 42
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and
accompaniments. (National Standard 3)
Objectives
3.01 Improvise original melodies in a variety of styles, over given chord
progressions, each in a consistent style, meter, and tonality.
COMPETENCY GOAL 4: The learner will compose and arrange music within
specified guidelines. (National Standard 4)
Objectives
4.01 Create an arrangement of at least one piece of existing vocal music
incorporating appropriate voicings and ranges.
4.02 Synthesize the study and characteristics of several styles/genres of music to
create at least two original compositions.
4.03 Use a variety of sound, notational, and technological sources to compose and
arrange music.
COMPETENCY GOAL 5: The learner will read and notate music.
(National Standard 5)
Objectives
5.01 Demonstrate the ability to read a full vocal score by describing how the
elements of music are used in a written analysis of the music.
5.02 Sight read with at least 80% accuracy music at a IV-V* level of difficulty.
5.03 Interpret nonstandard notation symbols in selected vocal literature.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music.
(National Standard 6)
Objectives
6.01 Analyze chord structures and progressions in musical forms representing
diverse genres and cultures.
6.02 Analyze own singing and demonstrate refinement of intonation and
advanced discrimination of pitch based on these evaluations.
6.03 Identify and transcribe intervals and melodies that are heard (advanced ear
Honors Courses in North Carolina: Arts Education
July 2005 43
training).
COMPETENCY GOAL 7: The learner will evaluate music and music
performances. (National Standard 7)
Objectives
7.01 Develop and apply specific criteria for making informed, critical evaluations
of the quality and effectiveness of performances, compositions,
arrangements, and improvisations and apply the criteria to one's personal
participation in music.
7.02 Evaluate a given musical work in terms of its aesthetic qualities and analyze
the musical means it uses to evoke feelings and emotions. Justify the
analysis in a written and/or visual product or presentation.
7.03 Listen to, analyze and evaluate the blend and balance within a vocal
ensemble. Recommend changes to the ensemble based on these evaluations.
COMPETENCY GOAL 8: The learner will understand relationships between
music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Research and provide a written report analyzing the relationship between a
selected piece of music and at least one other art form from the same culture
and time period in terms of how those works reflect the
artistic/cultural/historical context of the time.
COMPETENCY GOAL 9: The learner will understand music in relation to history
and culture. (National Standard 9)
Objectives
9.01 Analyze distinguishing characteristics of representative examples of music to
identify the genre, style, culture and/or historical period of the examples.
Honors Courses in North Carolina: Arts Education
July 2005 44
HONORS VOCAL MUSIC IV
Course Code 5233-5
Focus Areas
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, application and performance
Overview:
 Honors Vocal Music IV is an advanced continuation of Honors Vocal Music
III. Honors Vocal Music IV addresses the competency goals and objectives of
the North Carolina Standard Course of Study for Vocal Music IV and
provides additional extensions of these goals and objectives as a foundation
for advanced proficiencies in performance, conducting, listening,
appreciation, history, analyzing, composing, the use of current technology,
and research culminating in written reports.
Honors Vocal Music IV will provide students with opportunities to:
 Develop and demonstrate advanced vocal practices and refine the use of the voice
as an instrument
 Sing with increased technical accuracy and expression
 Refine sight reading and ear training skills
 Sing difficult vocal literature which requires advanced technical and interpretive
skills, ability to perform in various meters, keys, unusual meters, complex
rhythms, and subtle dynamic requirements
 Sing vocal literature representing diverse genres, styles and cultures
 Utilize instruments as appropriate
 Develop skills in improvising, composing, and arranging music
 Develop skills in listening to, analyzing, and evaluating musical experiences
 Apply reading an notating skills with traditional and non-traditional music
 Develop an understanding of vocal literature in relationship to history, culture,
and other content areas
Additionally, students must create and/or maintain a portfolio that contains a
combination of written, audio, or visual examples of their work. Participation in
Honors Vocal Music IV prepares students for further vocal studies in music.
NOTE: Throughout the music section of this document the * indicates levels of
music difficulty, which range from Level I to Level VI. Level I is defined as
beginning and Level VI as the highest degree of difficulty. This level classification
is universally used so that music educators, students and others can distinguish
how difficult any given music composition may be to execute. This classification
system applies only to the difficulty of the music and does not apply to the grade
Honors Courses in North Carolina: Arts Education
July 2005 45
level or performance level of the student.
Prerequisites for Honors Vocal Music IV:
 Completion of Honors Vocal Music III (5232) and/or
 Placement audition and teacher recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied
repertoire of music. (National Standard 1)
Objectives
1.01 Sing moderately difficult vocal literature at a V-VI* level (with and without
accompaniment) which requires well-developed technical skills, attention to
phrasing and interpretation, and the ability to perform various meters and
rhythms in a variety of keys.
1.02 Sing complex rhythmic patterns found in the music literature studied at the
V-VI* level including advanced syncopated and complex rhythms.
1.03 Sing level V-VI* music as a member of a chamber ensemble(s), in four or
more parts, with one student on a part, as well as in large ensemble(s) and as
a soloist.
1.04 Sing vocalizes, major and minor scales, and arpeggios.
1.05 Demonstrate control of dynamic levels while maintaining appropriate tone
control as required by the style of music.
1.06 Exhibit proper vocal care and maintenance of the voice in relation to vocal
production and advanced vocal techniques required by ensemble and solo
literature.
1.07 Demonstrate a mature, developed tone quality.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with
others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play vocal music parts in the study of vocal music and/or select appropriate
instrumental accompaniments for designated vocal music.
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and
Honors Courses in North Carolina: Arts Education
July 2005 46
accompaniments. (National Standard 3)
Objectives
3.01 Improvise original melodies in a variety of styles, over given chord
progressions, each in a consistent style, meter, and tonality.
COMPETENCY GOAL 4: The learner will compose and arrange music within
specified guidelines. (National Standard 4)
Objectives
4.01 Create an arrangement of at least one full vocal score of a piece of existing
music incorporating appropriate voicings and ranges.
4.02 Create at least two original compositions using individually developed
criteria.
4.03 Use a variety of sound, notational, and technological sources to compose and
arrange music.
COMPETENCY GOAL 5: The learner will read and notate music.
(National Standard 5)
Objectives
5.01 Demonstrate the ability to read a full vocal score by describing how the
elements of music are used in a written analysis of the music.
5.02 Sight read with at least 80% accuracy music at a V-VI* level of difficulty.
5.03 Use nonstandard notation symbols in an original composition.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music.
(National Standard 6)
Objectives
6.01 Formally analyze the form, texture, chord structures and progressions,
including atonal music, of selected vocal literature.
6.02 Analyze own singing and demonstrate refinement of intonation and
advanced discrimination of pitch based on these evaluations.
6.03 Identify and transcribe intervals and melodies that are heard (advanced ear
Honors Courses in North Carolina: Arts Education
July 2005 47
training).
6.04 Conduct a full musical score after preparation and analysis of the music.
COMPETENCY GOAL 7: The learner will evaluate music and music
performances. (National Standard 7)
Objectives
7.01 Develop and apply specific criteria for making informed, critical evaluations
of the quality and effectiveness of performances, compositions,
arrangements, and improvisations and apply the criteria to one's personal
participation in music.
7.02 Evaluate a given musical work in terms of its aesthetic qualities and analyze
the musical means it uses to evoke feelings and emotions. Justify the
analysis in a written and/or visual product or presentation.
7.03 Listen to, analyze and evaluate the blend and balance within a vocal
ensemble. Recommend changes to the ensemble based on these evaluations.
COMPETENCY GOAL 8: The learner will understand relationships between
music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Research and provide a written report analyzing the relationship between a
selected piece of music and at least one other discipline.
COMPETENCY GOAL 9: The learner will understand music in relation to history
and culture. (National Standard 9)
Objectives
9.01 Analyze distinguishing characteristics of representative examples of music to
identify the genre, style, culture and/or historical period of the examples.
9.02 Provide a written analysis of patterns, relationships, and trends in music of
selected cultures and historical periods to draw inferences and make
predictions about past, present, and future social outcomes.
Honors Courses in North Carolina: Arts Education
July 2005 48
HONORS THEATRE ARTS III
Course Code 5317-5
Focus Areas
 Advanced, more individualized and activity-based study and work in authentic
learning situations
 Study and work often generated through and resulting from the seminar or
ensemble approach
 Work that requires students to take significant responsibility for their study
along with their production and/or performance
 Learning experiences that are often exploratory, experiential and/or open-
ended, requiring students to think and operate at a higher than average level
 Use of technology to study, learn and, if applicable, to facilitate theatrical
production
 Higher expectations for the quality of work generated, as well as, the thought
and creative processes demonstrated
 In-depth research, analysis, reflection, application, and production and/or
performance
 Use of technology to study, learn and, if applicable, to produce theatrical work
Overview:
 Honors Theatre Arts III is an advanced continuation of 5315 Theatre Arts I
and 5316 Theatre II. This course involves additional in-depth application of
theatre arts knowledge, skills and processes. The course of study for Theatre
Arts I and II is described in the North Carolina Arts Education Standard
Course of Study.
Prerequisite for Honors Theatre Arts III:
 Is completion of 5315 Theatre Arts I and 5316 Theatre Arts II
 And/or teacher recommendation.
Strands: Perceiving, Thinking, Comprehending, Applying, Integrating, Communicating,
Creating, Analyzing, and Critiquing
COMPETENCY GOAL 1: The learner will write based on personal experience and
Honors Courses in North Carolina: Arts Education
July 2005 49
heritage, imagination, literature, and history. (National Standard 1)
Objectives
1.01 Develop and write quality theatre scripts in a variety of traditional forms that
include original characters with unique dialogue that motivates action.
COMPETENCY GOAL 2: The learner will act by interacting in improvisations
and assuming roles. (National Standard 2)
Objectives
2.01 Demonstrate advanced artistic competence and sustained characters in
rehearsal and performance.
2.02 Create consistently believable characters from classical and realistic dramatic
texts in informal and formal theatre, film, television, or electronic media
productions.
COMPETENCY GOAL 3: The learner will design and produce theatre by
conceptualizing and realizing artistic interpretations for informal or formal
productions. (National Standard 3)
Objectives
3.01 Explain, compare and demonstrate, verbally or in writing, an understanding
of the roles and interrelated responsibilities of the various personnel
involved in theatre, film, television, and electronic media productions.
3.02 Demonstrate the ability to develop, safely construct and efficiently operate
technical aspects of theatre, film, television, or electronic media
productions.
3.03 Create and reliably implement production schedules, stage management
plans, promotional ideas, and business and front of house procedures for
informal and formal theatre, film, television, or electronic media
productions.
COMPETENCY GOAL 4: The learner will direct through planning and presenting
informal or formal productions. (National Standard 4)
Objectives
4.01 Explain, compare and demonstrate, verbally or in writing, an understanding
of the roles and interrelated responsibilities of the various personnel
involved in theatre, film, television, and electronic media productions.
Honors Courses in North Carolina: Arts Education
July 2005 50
4.02 Operate as a director to conduct auditions, cast actors, direct scenes, and
conduct production meetings to achieve production goals.
COMPETENCY GOAL 5: The learner will research by finding information to
support informal or formal productions. (National Standard 5)
Objectives
5.01 Research, describe and be able to discuss appropriate historical production
designs, techniques, and performances from various cultures to assist in
making artistic choices for informal and formal theatre, film, television, or
electronic media productions.
5.02 Research the uses of historical production designs, techniques, and
performances from various cultures.
COMPETENCY GOAL 6: The learner will compare and integrate art forms by
analyzing traditional theatre, dance, music, visual arts, and new art forms.
(National Standard 6)
Objectives
6.01 Research and compare, verbally or through writing, the interpretive
and expressive natures of several art forms in various cultures or
historical periods.
6.02 Appropriately and logically integrate theatre arts into dance, music,
visual arts, and new art forms.
COMPETENCY GOAL 7: The learner will analyze, critique, and construct
meaning from informal and formal theatre, film, television, and electronic media
productions. (National Standard 7)
Objectives
7.01 Construct personal meanings from nontraditional dramatic
performances and justify ones interpretations or inferences from
the observed performance either verbally or in writing.
7.02 Analyze and evaluate, verbally or in writing, critical comments about ones
personal dramatic work explaining and taking action upon those points that
are most appropriate to inform further development of the work.
COMPETENCY GOAL 8: The learner will understand context by analyzing the
Honors Courses in North Carolina: Arts Education
July 2005 51
role of theatre, film, television, and electronic media in the past and present.
(National Standard 8)
Objectives
8.01 Analyze the development of dramatic forms, production practices,
and theatrical traditions across cultures and historical periods for
the purpose of knowing and using these in ones own work when
appropriate
8.02 Understand and discuss, verbally or in writing, the influences of
dramatic forms, production practices, and theatrical traditions
across cultures and historical periods on contemporary theatre, film,
television, and electronic media productions.
HONORS THEATRE ARTS IV
Honors Courses in North Carolina: Arts Education
July 2005 52
Course Code 5318-5
Focus Areas
 Advanced, more individualized and activity-based study and work in authentic
learning situations
 Study and work often generated through and resulting from the seminar or
ensemble approach
 Work that requires students to take significant responsibility for their study
along with their production and/or performance
 Learning experiences that are often exploratory, experiential and/or open-
ended, requiring students to think and operate at a higher than average level
 Use of technology to study, learn and, if applicable, to facilitate theatrical
production
 Higher expectations for the quality of work generated, as well as, the thought
and creative processes demonstrated
 In-depth research, analysis, reflection, application, and production and/or
performance
 Use of technology to study, learn and, if applicable, to produce theatrical work
 Students becoming initiators of learning and accomplishment in theatre arts
 Students demonstrating leadership and expertise in doing theatre
Overview:
 Honors Theatre Arts IV is an even more advanced continuation of Honors
Theatre Arts III and will require students to become initiators of learning and
accomplishment, as well as, demonstrate leadership and expertise in theatre
arts.
Prerequisite for Honors Theatre Arts IV:
 Is completion of Honors Theatre Arts III
 And teacher recommendation.
Strands: Perceiving, Thinking, Comprehending, Applying, Integrating, Communicating,
Creating, Analyzing, and Critiquing
COMPETENCY GOAL 1: The learner will write based on personal experience and
heritage, imagination, literature, and history. (National Standard 1)
Objectives
1.01 Develop and write quality and unique film, television, electronic media, or
theatre scripts in a variety of both traditional and new forms that include
original characters with unique dialogue that motivates action.
COMPETENCY GOAL 2: The learner will act by interacting in improvisations
and assuming roles. (National Standard 2)
Honors Courses in North Carolina: Arts Education
July 2005 53
Objectives
2.01 Demonstrate advanced artistic discipline and personal responsibility to
achieve harmonious and proficient ensemble in rehearsal and performance.
2.02 Create consistent and believable characters from contemporary and non-
realistic dramatic texts in informal and formal theatre, film, television, or
electronic media productions.
COMPETENCY GOAL 3: The learner will design and produce theatre by
conceptualizing and realizing artistic interpretations for informal or formal
productions. (National Standard 3)
Objectives
3.01 Research or create and implement scientific and technological
advances in scenery, light, sound, and costume design for theatre,
film, television, or electronic media productions.
3.02 Serve in and demonstrate the capability to carry out various
leadership roles in technical theatre such as head of the costume,
props, lighting, scenery, publicity or other such crew.
3.03 Design, safely construct and efficiently operate various technical
aspects of theatre, film, television, or electronic media productions.
3.04 Collaborate with directors and other production staff to develop
unified production concepts that convey the metaphorical nature of
the drama for informal and formal theatre, film, television, or
electronic media productions.
COMPETENCY GOAL 4: The learner will direct through planning and presenting
informal or formal productions. (National Standard 4)
Objectives
4.01 Demonstrate; verbally, in writing or through practice; a knowledge
of the roles and interrelated responsibilities of the various personnel
involved in theatre, film, television, and electronic media
productions.
4.02 Develop ones own processes for conducting auditions, casting
actors, directing scenes, and conducting production meetings to
achieve production goals.
Honors Courses in North Carolina: Arts Education
July 2005 54
4.03 Collaborate with designers and actors to develop aesthetically
unified production concepts for directing informal and formal
theatre, film, television, or electronic media productions.
COMPETENCY GOAL 5: The learner will research by finding information to
support informal or formal productions. (National Standard 5)
Objectives
5.01 Research and use appropriate historical production designs, techniques, and
performances from various cultures to assist in making artistic choices for
informal and formal theatre, film, television, or electronic media
productions.
5.02 Apply and/or demonstrate the appropriate use of historical production
designs, techniques, and performances from various cultures in ones own
work or while doing theatre.
COMPETENCY GOAL 6: The learner will compare and integrate art forms by
analyzing traditional theatre, dance, music, visual arts, and new art forms.
(National Standard 6)
Objectives
6.01 Research and compare, verbally or in writing, the unique
interpretive and expressive natures and aesthetic qualities of
traditional arts from various cultures and historical periods with
contemporary new art forms (such as performance art).
6.02 Suitably integrate other art forms or media into theatre, film,
television, or electronic media productions.
COMPETENCY GOAL 7: The learner will analyze, critique, and construct
meaning from informal and formal theatre, film, television, and electronic media
productions. (National Standard 7)
Objectives
7.01 Analyze, compare, and evaluate; verbally or in writing; differing
critiques of the same dramatic texts and performances for clarity
and justifiable judgments.
7.02 Critique, verbally or in writing, several dramatic works in terms of other
aesthetic philosophies (such as the underlying ethos of Greek drama, French
classicism with its unities of time and place, Shakespeare and romantic
forms, India classical drama, Japanese Kabuki, and others).
Honors Courses in North Carolina: Arts Education
July 2005 55
COMPETENCY GOAL 8: The learner will understand context by analyzing the
role of theatre, film, television, and electronic media in the past and present.
(National Standard 8)
Objectives
8.01 Research and analyze, verbally or in writing, the development of
dramatic forms, production practices, and theatrical traditions
across cultures and historical periods to be able to identify them in
performances or other art forms.
8.02 Explain, verbally or in writing, the influences of dramatic forms,
production practices, and theatrical traditions across cultures and
historical periods as they appear or apply to contemporary theatre,
film, television, and electronic media productions.
8.03 Analyze, verbally or in writing, the social and aesthetic impact of
under represented theatre and film artists.
8.04 Analyze, verbally or in writing, the relationships among cultural
values, freedom of artistic expression, ethics, and artistic choices in
various cultures and historical periods and how they impacted or
impact the theatre.
HONORS VISUAL ARTS III
Course Code 5417-5
Honors Courses in North Carolina: Arts Education
July 2005 56
Focus Areas
 Advanced, more individualized and activity-based work
 Learning experiences that are often exploratory, experiential and/or open-
ended, requiring students to think and operate at a higher than average level
 Expanded use of vocabulary and terminology appropriate to visual arts
processes, media, and history
 Students developing greater ability to name a specific artist to illustrate
concepts, techniques, etc.
 Work often generated through and resulting from the studio and/or seminar
approach
 Use of technology to study, learn and, if applicable, to produce art
 Work that requires students to take significant responsibility for their study
and production of visual art
 Improving students understanding of where a specific artist or period fits
into history and how the artist are a reflection of that time period
 Helping students exhibit fluency of ideas and products and understand the
basic rationale and psychology behind the creative processes and, as a result,
the student should demonstrate greater mastery of skills and processes
 High expectations for the quality of work generated, as well as, the thought
and creative processes demonstrated
 Research, analysis, reflection, application, production and performance
Overview
 Honors Visual Arts III is an advanced level course and involves more in-
depth knowledge of art processes, media, history and the development of
such. Since it is an advanced level course, it will build upon the curriculum
as outlined in the 9-12 visual arts section of the North Carolina Arts
Education Standard Course of Study.
Prerequisite for Honors Visual Arts III:
 Is completion of Visual Arts I and II
 And/or teacher recommendation.
Strands: Perceiving, Thinking, Comprehending, Applying, Integrating, Communicating,
Creating, Analyzing, and Critiquing
COMPETENCY GOAL 1: The learner will develop critical and creative thinking skills
and perceptual awareness necessary for understanding and producing art.
Objectives
Honors Courses in North Carolina: Arts Education
July 2005 57
1.01 Communicate ideas regularly at a high level of effectiveness in various
visual mediums.
1.02 Readily recognize, define, and solve challenging visual arts problems
independently using intellectual skills such as analysis, synthesis, and evaluation.
COMPETENCY GOAL 2: The learner will develop skills necessary for understanding and
applying media, techniques, and processes. (National Standard 1)
Objectives
2.01 Demonstrate, verbally or in writing, the ability to compare two or more
perspectives about the use of organizational principles and functions in
artwork from different artists and periods of art.
2.02 Create satisfactory and credible solutions to specific visual arts problems.
COMPETENCY GOAL 3: The learner will organize the components of a work into a
cohesive whole through knowledge of organizational principles of design and art elements.
(National Standard 2)
Objectives
3.01 Concisely describe, verbally or in writing, the origins of specific images and
ideas and explain why they are of value in the work of others from different
places and times.
3.02 Evaluate the validity of sources for content; and the manner in which
subject matter, symbols, and images are used in ones own artwork and; in
significant artworks by others.
COMPETENCY GOAL 4: The learner will choose and evaluate a range of subject matter
and ideas to communicate intended meaning in artworks. (National Standard 3)
Objectives
4.01 Analyze and interpret artworks for relationships among form, context,
purposes, and critical models.
4.02 Analyze, verbally or in writing, common characteristics of visual arts
evident across time and among cultural/ethnic groups to formulate
analyses, evaluations, and interpretations of meaning.
COMPETENCY GOAL 5: The learner will understand the visual arts in relation to
history and cultures. (National Standard 4)
Honors Courses in North Carolina: Arts Education
July 2005 58
Objectives
5.01 Correlate, verbally or in writing, characteristics of works of visual art with various
techniques for communicating meanings, ideas, attitudes, views, and intentions
throughout history and in various cultures.
5.02 Create art that substantiates an understanding of visual arts in relationship to history
and cultures.
COMPETENCY GOAL 6: The learner will reflect upon and assess the characteristics and
merits of their work and the work of others. (National Standard 5)
Objectives
6.01 Determine the value, significance and/or extent of the critical and analytical
principles and techniques of visual arts and selected other arts disciplines, the
humanities, or the sciences.
6.02 Communicate verbally or in writing the thoughts that result from reflecting upon the
characteristics and merits of ones own or others visual arts work.
COMPETENCY GOAL 7: The learner will perceive connections between visual arts and
other disciplines. (National Standard 6)
Objectives
7.01 Research, describe and/or demonstrate through making art how visual art interrelates
with all other disciplines.
7.02 Research, communicate and demonstrate through making art how visual arts relate
to ideas, issues or themes in other disciplines.
7.03 Research, recognize, describe and/or demonstrate how current technology employed
in visual arts may relate to other disciplines.
COMPETENCY GOAL 8: The learner will develop an awareness of art as an avocation
and profession.
Objectives
8.01 Develop an awareness of and communicate how art may be an avocation.
Honors Courses in North Carolina: Arts Education
July 2005 59
8.02 Develop an awareness of and communicate how art may be a beneficial profession.
8.03 Communicate how art provides an opportunity for lifelong learning.
HONORS VISUAL ARTS IV
Course Code 5418-5
Focus Areas
 Advanced, more individualized and activity-based work
Honors Courses in North Carolina: Arts Education
July 2005 60
 Learning experiences that are often exploratory, experiential and/or open-
ended, requiring students to think and operate at a higher than average level
 Expanded use of vocabulary and terminology appropriate to visual arts
processes, media, and history
 Students developing a greater ability to name a specific artist to illustrate
concepts, techniques, etc.
 Work often generated through and resulting from the studio and/or seminar
approach
 Use of technology to study, learn and, if applicable, to produce art
 Work that requires students to take significant responsibility for their study
and production of visual art
 Improving students understanding of where a specific artist or period of art
fits into history and how both are a reflection of that time period
 Helping students exhibit fluency of ideas and products and understand the
basic rationale and psychology behind the creative processes and, as a result,
the student should demonstrate greater mastery of skills and processes
 Higher expectations for the quality of work generated, as well as, the
thought and creative processes demonstrated
 In-depth research, analysis, reflection, application, production and
performance
 Students becoming initiators of learning and accomplishment in visual arts
 Students demonstrating leadership and expertise in visual art
Overview
 Honors Visual Arts IV is an even more advanced level of Honors Visual
Arts III and involves additional in-depth knowledge of art processes, media,
history and the development of such. In addition, students are expected to
become initiators of learning and accomplishment, as well as, demonstrate
leadership and expertise in visual arts. Since it is a more advanced level
course, it will follow Honors Visual Arts III.
Prerequisite for Honors Visual Arts IV:
 Is completion of Honors Visual Arts III
 And teacher recommendation.
Strands: Perceiving, Thinking, Comprehending, Applying, Integrating, Communicating,
Creating, Analyzing, and Critiquing
COMPETENCY GOAL 1: The learner will develop critical and creative thinking skills
and perceptual awareness necessary for understanding and producing art.
Objectives
Honors Courses in North Carolina: Arts Education
July 2005 61
1.01 Communicate complex ideas regularly at a high level of effectiveness to
inform ones own artwork and that of others in a variety of visual medium
1.02 Initiate, define, and solve high-level visual arts problems independently and/or with
others using intellectual skills such as analysis, synthesis, and evaluation.
COMPETENCY GOAL 2: The learner will develop skills necessary for understanding and
applying media, techniques, and processes. (National Standard 1)
Objectives
2.01 Demonstrate verbally, in writing or in practice the ability to competently
compare perspectives about the use of organizational principles and
functions in artwork and to credibly defend personal evaluations of these
perspectives.
2.02 Create multiple solutions to specific visual arts problems that demonstrate
competence in producing effective relationships between structural choices
and artistic functions
COMPETENCY GOAL 3: The learner will organize the components of a work into a
cohesive whole through knowledge of organizational principles of design and art elements.
(National Standard 2)
Objectives
3.01 Comprehensively describe and/or defend verbally, in writing or in practice
the origins of specific images and ideas and explain why they are of value
in ones own artwork and in the work of others.
3.02 Evaluate and defend, verbally, in writing or in practice, the validity of
sources for content and the manner in which subject matter, symbols, and
images are used in the ones work and in significant works by others.
COMPETENCY GOAL 4: The learner will choose and evaluate a range of subject matter
and ideas to communicate intended meaning in artworks. (National Standard 3)
Objectives
4.01 Analyze and interpret artworks verbally or in writing for relationships
among form, context, purposes, and critical models, demonstrating a more
Honors Courses in North Carolina: Arts Education
July 2005 62
thorough understanding of the work of critics, historians, aestheticians, and
artists.
4.02 Analyze, verbally or in writing, characteristics of visual arts evident across
time and among cultural/ethnic groups to astutely formulate analyses,
evaluations, and interpretations of meaning that may be substantiated.
COMPETENCY GOAL 5: The learner will understand the visual arts in relation to
history and cultures. (National Standard 4)
Objectives
5.01 Correlate, verbally or in writing, responses to and characteristics of works of visual
art with various techniques for communicating meanings, ideas, attitudes, views,
and intentions throughout history and in different cultures.
5.02 Create art that reflects or personifies art from particular periods of history or
cultures.
COMPETENCY GOAL 6: The learner will reflect upon and assess the characteristics and
merits of their work and the work of others. (National Standard 5)
Objectives
6.01 Demonstrate the ability to synthesize the critical and analytical principles and
techniques of visual arts and selected other arts disciplines, the humanities, or the
sciences.
6.02 Demonstrate the ability to reflect analytically on ones own or others work and
concisely relate, verbally or in writing, the conclusions drawn from viewing the
work.
COMPETENCY GOAL 7: The learner will perceive connections between visual arts and
other disciplines. (National Standard 6)
Objectives
7.01 Demonstrate independent research and establishment of area/s of specialization.
7.02 Demonstrate the ability through making art to synthesize multiple and various
concepts in visual arts and other disciplines to enhance ones own visual expression
in various media.
7.03 Recognize and demonstrate the ability through making art to show how current
technology in other disciplines may influence or relate to visual arts.
Honors Courses in North Carolina: Arts Education
July 2005 63
7.04 Compare the materials, technologies, media, and processes of visual arts with those
of other arts disciplines as they are used in creation and types of analysis.
COMPETENCY GOAL 8: The learner will develop an awareness of art as an avocation
and profession.
Objectives
8.01 Know, explain and demonstrate how various aspects of art may be an avocation.
8.02 Know, explain and demonstrate an awareness of how various aspects of art may be a
beneficial profession.
8.03 Know, explain and demonstrate how art provides an opportunity for lifelong
learning in visual arts and other areas of life.
North Carolina Arts Education Honors Course
Teaching Preparation Portfolio
This form should be used in the development of arts education honors courses. When completed, the form and any additional materials
should be submitted to the appropriate administrators for approval, as required by the LEA.
Honors Courses in North Carolina: Arts Education
July 2005 64
Curriculum Standards
State course code:
State course title:
General Course Information
Copy the state course code and
title from the Honors Course
Standards and fill in the length
of the course in the area to the
right.
Length of course:
Course Description
Copy the course description
from the Honors Course focus
box at the beginning of the
course, and paste into the area
on the right. (Area will expand
to needed size)
Course Goals and Objectives
Copy from the honors course
standards and paste the course
competency goals and
objectives into the area at
right.
Issues Particular to the Course
List issues particular to this
course and describe how you
will address them.
Expectations of Performance
Explain how expectations of
performance differ in the
honors version of this course
from the standard version of
this course.
Assignments
Provide selected assignments
and explain how they differ in
the honors course and the
standard course (this may be
incorporated in the course
syllabus below).
Honors Courses in North Carolina: Arts Education
July 2005 65
Timetables and Deadlines
Attach or insert course
syllabus.
Pacing Guide
Attach or insert pacing guide.
Assessments
Explain how students will be
assessed in the course and
attach selected assessments
and rubrics.
System for Grading
Describe system for grading.
Instructional Materials,
Equipment, and Technologies
List materials, equipment, and
technologies needed for the
course.
Curriculum Yes No
There is evidence throughout
the curriculum guide that the
course builds upon, extends
and emphasizes a focus; and, is
specifically developed as an
honors course that is more
rigorous, sophisticated and/or
accelerated than a standard
course.
Comments:
Honors Courses in North Carolina: Arts Education
July 2005 66
Instructional Materials Yes_____ No_____
There is evidence throughout
the curriculum guide that
students will be expected to
read and/or interact to a wide
spectrum of challenging,
thought provoking, relevant
instructional materials .
Comments:
Acceleration Yes_____ No_____
There is evidence through
timetables and deadlines in the
curriculum guide of
appropriate, accelerated
pacing.
Comments:
Extent of Learning Yes_____ No_____
There is evidence throughout
the curriculum guide that
student learning must go
beyond the skills of
recognition, fact gathering and
recall.
Comments:
Honors Courses in North Carolina: Arts Education
July 2005 67
Instruction/Delivery Standards
Teacher Preparation Pedagogy, Knowledge and Skills
Provide documentation that
the teacher possesses the
necessary pedagogical skills,
content knowledge and skills,
and technological skills to
deliver the course and that
he/she has pursued continuous
learning for knowledge and
application of content and
pedagogy in this content area.
Continuous Learning
Teaching
Strategies
Yes, this practice is
evident in the
curriculum guide and
teaching practices
No, this practice is not
evident in the
curriculum guide and
teaching practices. If
no, provide comments
at the end of this
checklist.
Interchange
Independent Study
Research
Technology
Integration of
learning
Authentic and
experiential
learning
Higher level
thinking skills
Instructional
Diversity
Teaching Strategies
Use this checklist to ensure
that the practices identified in
the standards are evident in
the curriculum guide and in
classroom practices for the
teacher:
Comments:
Honors Courses in North Carolina: Arts Education
July 2005 68
Assessment/Student Work Standards
Assessment
Standards
Yes, this practice is
evident in the
curriculum guide and
teaching practices.
No, this practice is not
evident in the
curriculum guide and
teaching practices.
Numerous
opportunities for
student
demonstration of
goals, objectives,
and concepts:
-performances;
-presentations;
-demonstrations;
-applications;
-processes;
-products
Multiple and on-
going forms of
assessment are
used to include:
-open-ended questions;
-original interpretations;
-authentic products;
-analytical writing;
-other forms of
assessment
Use this checklist to ensure
that the assessment practices
identified in the standards are
evident in the curriculum
guide and in classroom
practices.
Use of On-going
Teacher
Assessment:
-to assess students to
obtain feedback;
-to plan;
to guide and reshape
instruction;
-to help students gauge
progress;
-to determine individual
needs;
-to evaluate/grade
students
Honors Courses in North Carolina: Arts Education
July 2005 69
Assessment
Standards
Yes, this practice is
evident in the
curriculum guide and
teaching practices.
No, this practice is not
evident in the
curriculum guide and
teaching practices.
Student
Assessment
-Opportunities for
student self-evaluation
-Opportunities for
students to improve final
assessments or products
Multiple Types of
Assessment to
include:
-self;
-peer;
-teacher;
-outside expert
Students have
opportunities to:
-establish learning
targets;
-monitor for clarity and
accuracy;
-adjust learning
strategies.
Comments:
Honors Courses in North Carolina: Arts Education
July 2005 70
Arts Education Honors Course Approval Form
Upon completion of the Tea

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HONORS COURSE
IMPLEMENTATION GUIDE
Division of Secondary Education
PUBLIC SCHOOLS OF NORTH CAROLINA
State Board of Education | Department of Public Instruction
STATE BOARD OF EDUCATION
NC DEPARTMENT OF PUBLIC INSTRUCTION
Janice O. Davis, Interim Officer
301 N. Wilmington Street : : Raleigh, North Carolina 27601-2825
In compliance with federal law, NC Public Schools administers all state-operated educational programs,
employment activities and admissions without discrimination because of race, religion, national or ethnic origin,
color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints should be directed to:
Dr. Elsie C. Leak, Associate Superintendent : : Office of Curriculum and School Reform Services
6307 Mail Service Center :: Raleigh, NC 27699-6307 :: Telephone 919-807-3761 :: Fax 919-807-3767
Visit us on the Web:: www.ncpublicschools.org
HOWARD N. LEE
Chairman :: Raleigh
JANE P. NORWOOD
Vice Chair :: Charlotte
KATHY A. TAFT
Greenville
MICHELLE HOWARD-VITAL
Wilmington
EDGAR D. MURPHY
Durham
SHIRLEY E. HARRIS *
Troy
MELISSA E. BARTLETT *
Mooresville
ROBERT “TOM” SPEED
Boone
WAYNE MCDEVITT
Asheville
JOHN TATE III
Charlotte
BEVERLY PERDUE
Lieutenant Governor :: New Bern
RICHARD MOORE
State Treasurer :: Kittrell
* not yet confirmed
July 2005
Table of Contents
Introduction............................................................................................... 2-3
Policies
 Honors Course Policy...................................................................... 4-6
 Rigor, Relevance, and Relationship Policy ...................................... 7-8
Arts Education........................................................................................... 9-69
Career-Technical Education ...................................................................... 70-88
English Language Arts .............................................................................. 89-107
Healthful Living Education ....................................................................... 108
Mathematics.............................................................................................. 109-125
Science...................................................................................................... 126-152
Second Languages..................................................................................... 153
Social Studies............................................................................................ 154-167
Curriculum Standards................................................................................ 168
Instruction/Delivery Standards .................................................................. 169
Assessment/Student Work Standards......................................................... 170
Appendices
A. Memorandum of Understanding on Community
College Honors Courses ............................................................. 171-172
B. Comprehensive Articulation Agreement ......................................... 173-185
C. Frequently Asked Questions ........................................................... 186-193
Honors Courses in North Carolina: Introduction
July 2005 2
Background At its November 2004 meeting, the State Board of Education approved
and Rationale standards for developing and implementing honors courses in our state. These standards
in curriculum, instruction, and assessment are designed to provide a consistent
framework to guide teachers and principals as they develop and evaluate local courses
that are aligned to the state-adopted standards.
Honors curriculum, instruction, and assessment standards reinforce the work of the State
Board of Educations Ad-Hoc Committee on Rigor, Relevance and Relationships. This
committee, chaired by State Board of Education member Kathy Taft, is composed of
other State Board of Education members, high school principals and guidance counselors,
parent advocacy groups, and Department of Public Instruction staff. The committee has
researched the current status of rigor in the course offerings in schools across the state,
made recommendations, and suggested strategies to improve rigor, relevance and
relationships in our schools. These recommendations and strategies were endorsed by the
State Board of Education at its May meeting.
The Ad-Hoc Committee notes that:
Academic rigor and relevance are based on established expectations that all
students develop the capacity to master content that is complex and
challenging. In every subject, at every grade level, instruction and learning
must include commitment to a knowledge core and the application of that
knowledge core to solve complex real-world problems.
As teachers use the honors standards and principals evaluate honors courses in their LEA,
it will be very important to remember what rigor is not:
 Rigor is not a special program or curriculum for select students.
 Rigor is not about severity or hardship.
 Rigor is not about back-to-basics. It is not an attempt to roll back education to some
prior ideal state, or to find a curriculum that is somehow more fundamental or natural.
 Rigor is not about higher-order thinking. Honors courses should be concerned with
the content students were learning, not on how they were asked to think about it.
 Rigor is neither a conservative nor a liberal agenda that privileges the ideas of one
civilization over another. No culture has any prior or superior claim on rigor.
 Finally and most important, rigor is not a measure of the quantity of content to be
covered. Rather, rigor is a measure of that contents quality.
(Taken from Teaching What Matters Most: Standards and Strategies for Raising Student
Achievement, Richard Strons, et al, 2001.)
Honors Courses in North Carolina: Introduction
July 2005 3
The material in this document should not be viewed as a cookbook that includes all the
ingredients necessary to teach a successful honors course. The English teacher or biology
teacher will not find a completely prepared ready-to-teach Honors Biology or Honors
English I course in the materials in this publication. Rather the materials in this
document should be used by teacher/course developers as a foundation to customize
honors courses incorporating the unique needs and interests of their students. These
teacher/course developers will also embed in their locally-developed honors courses a
variety of background preparations and expertises from their personal experiences, as
well as the resources available in their districts to support their honors courses.
Therefore, the material included in each content areas section should be used as a
starting point or springboard for individual teacher or district level honors course
development and implementation. The state-adopted standards provide the framework
and allow for local development within this framework.
Please note pages 187-193 for a reprint of the memorandum on honors courses that was
sent to LEAs on March 22, 2005.
July 2005 4
NORTH CAROLINA STATE BOARD OF EDUCATION
Policy Manual
Policy Identification
Priority: High Student Performance
Category: Miscellaneous Graduation Policies
Policy ID Number: HSP-L-004
Policy Title: Policy outlining standards to be incorporated into the electronically generated high school
transcript
Current Policy Date: 11/04/2004
Other Historical Information: Previous board dates: 12/01/1994, 09/13/2001, 02/05/2004, 07/01/2004
Statutory Reference: GS 116-11(10a)
Administrative Procedures Act (APA) Reference Number and Category:
The Department of Public Instruction shall develop a transcript system and the local school administrative units
shall use that system to produce standardized transcripts in an automated format for applicants to higher
education institutions. The standardized transcript shall include grade point average, class rank, end-of-course
test scores, and uniform course information including course code, name, and units earned toward graduation,
and credits earned for admission to an institution of higher education. The grade point average and class rank
shall be calculated by a standard method to be devised by the institutions of higher education. The system shall
be implemented by June 30, 1995.
SUMMARY OF STANDARDS FOR CALCULATING THE WEIGHTED GRADE POINT AVERAGE
AND CLASS RANK OF NORTH CAROLINA PUBLIC HIGH SCHOOL TRANSCRIPTS
The calculations are based on a standardization of: (1) academic course levels; (2) grading scales; and (3) the
weighting of course grades. The class rank is based on a weighted grade point average in which a single (1)
quality point or weight is added to passing grades earned in Advanced/Honors/Academically Gifted courses or
two (2) quality points are added to passing grades earned in Advanced Placement courses.
Academic Course Levels and Associated Weights
Basic/Introduction
to.../Standard(S)
Course content, pace and academic rigor follow standards
specified by the North Carolina Standard Course of Study
(N.C.S.C.S.) with occasional content enrichment where
appropriate. This course provides credit toward a high school
diploma and requires the end-of-course test where available.
Advanced/Honors/
Academically Gifted
(H)
Course content, pace and academic rigor put high expectations on
the student and surpass standards specified by the (N.C.S.C.S.)
Such courses demand a greater independence and responsibility.
The courses provide credit toward a high school diploma and
require an end-of-course test where available. The state weighting
system adds the equivalent of one quality point to the grade earned
July 2005 5
in such courses.
Advanced Placement
(AP)
Course content, pace and academic rigor is college level as
adopted by the College Board or the International Baccalaureate
(IB) program and is geared to enable students to pass the AP or IB
test. The course provides credit toward a high school diploma and,
in cases where the AP/IB course is the first course taken by a
student in a subject, an end-of-course test is required if one is
offered in the subject. The state weighting system adds the
equivalent of two quality points to the grade earned in the AP/IB
course.
Grading Scales
High schools use one of three optional grading scales. The conversion of grades to quality points is standardized
and made equivalent under each option. Implicit in each option is a conversion of percentage grades to letter
grades according to the following widely used scale: 93-100=A; 85-92=B; 77-84=C; 70-76=D; <69=F. Grades
and the corresponding number of quality points are shown below for each of the three options.
Option 1 - Letter Grades without Pluses and Minuses:
A=4.0 B=3.0 C=2.0 D=1.0 F=0.0 WF=0.0
FF=0.0 WP=0.0 INC=0.0 AUD=0.0 P=0.0
Option 2 - Letter Grades with Pluses and Minuses:
A+=4.000 A =4.000 A-=3.67 B+=3.333 B =3.000 B-+2.667 C+=2.333
C =2.000 C-=1.667 D+=1.333 D =1.000 D-=0.667 F =0 WF=0
FF=0.00 WP=0.00 INC=0.00 AUD=0.00 P=0.00
Option 3 - Percentage Grades:
96-100%=4.000 91%=3.375 86%=2.750 81%=2.125 76%=1.500
95%=3.875 90%=3.250 85%=2.625 80%=2.000 75%=1.375
94%=3.750 89%=3.125 84%=2.500 79%=1.875 74%=1.250
93%=3.625 88%=3.000 83%=2.375 78%=1.750 73%=1.125
92%=3.500 87%=2.875 82%=2.250 77%=1.625 70-72%=1.000
<69%=0.00
FF=0.00 WF=0.00 WP=0.00 INC=0.00 AUD=0.00
P=0.00 F=0.00
Courses That Are Eligible for Weights
Courses eligible for weights include 9th grade (except Algebra I) and high-level courses that fall into one of the
following four categories:
1. Honors/GT sections of standard level academic courses that are aligned to the honors curriculum,
instruction, and assessment standards. Such courses are assigned to category H (1 point); It is not
necessary to have a standard level of a course to offer an honors level.
2. Pre-calculus (advanced mathematics 2070), non-AP/IB calculus, mathematics courses beyond the level
of calculus, and foreign language courses beyond the second year level. Such courses are considered to
be inherently advanced and are assigned to category H
(1 point);
July 2005 6
3. Arts education courses meeting the standards for music honors, dance honors, visual art honors, and
theatre arts honors (1 point);
4. All AP/IB and higher-level college courses (2 points).
5. Grades in community college courses that have been approved for the Comprehensive Articulation
Agreement (CAA) will receive up to 5 quality points. This list includes courses that have been reviewed
and approved for transfer by the Transfer Advisory Committee, but does not include any of the physical
education courses, the three health courses (HEA 110, 112 and 120), and the following pre-
major/elective courses: BUS 110, CHEM 115 and 115A, FRE 111 and 181, GER 111 and 181, LAT
111 and 181, PHS 110, SPA 111 and 181.
6. Independent colleges and universities and UNC campuses may also have any of the CAA courses (lower
division courses typically taught in the freshman or sophomore year of college) taught by their colleges
receive quality points in the same way as provided in #5 for the community colleges. Each independent
college and university and UNC campus may forward to DPI a list of general education courses and/or
any pre-major or elective courses that match courses from the CAA course listing except for those
course exceptions as noted in item 5.
Implementation of items 5 & 6 of this policy will begin with the incoming 9th and 10th grade classes in fall 2004.
Current 11th & 12th grade students in fall 2004 will continue under the original weighted grade agreement that is
currently in place.
Remedial courses are not eligible for weighting.
NC Grading Scale  Elementary/Middle Schools
Elementary schools and middle schools are allowed to use any grade from the existing three scales plus the
following:
Grades for Elementary/Middle Schools:
S (Satisfactory) N (Needs Improvement) U (Unsatisfactory)
PR (Promoted) RE (Retained)
July 2005 7
NORTH CAROLINA STATE BOARD OF EDUCATION
Policy Manual
Policy Identification
Priority: High Student Performance
Category: Standard Course of Study
Policy ID Number: New Policy
Policy Title: Academic Rigor
Current Policy Date:5
Other Historical Information:
Statutory Reference:
Administrative Procedures Act (APA) Reference Number and Category:
*** Begin Policy *** (Do not tamper with this line)
All students will graduate from a rigorous, relevant academic program that equips them with the
knowledge, skills, and dispositions necessary to succeed in both post-secondary education and
21st Century careers and to be participating, engaged citizens.
Academic rigor and relevance are based on established expectations that ensure that all students
develop the capacity to master content that is complex and challenging. In every subject, at
every grade level, instruction and learning must include commitment to a knowledge core and
the application of that knowledge core to solve complex real-world problems.
To ensure academic rigor and relevance and to guarantee supportive relationships for each
student in the public school setting:
Students must:
 Demonstrate content mastery and application of appropriate skills and critical thinking
 Become engaged learners who actively and responsibly participate in the learning process
 Raise questions, solve problems, think, reason, and reflect
 Complete rigorous, relevant high-level assignments in every subject
 Demonstrate learning through portfolios, exhibitions, service-learning projects, and senior
projects that use state standards for evaluation
 Communicate effectively and appropriately for a variety of purposes
 Understand their own learning styles and strengthen their own affinities
Administrators must:
July 2005 8
1) Examine their own belief systems toward children and learning and expect that all students
will learn and achieve at high levels
2) Provide an environment that supports childrens reflecting on their own learning and
affinities
3) Work collaboratively with other faculty members and staff
4) Cultivate positive relationships with students, parents, and community
5) Provide opportunities for educators to collaborate and plan
Educators must:
6) Examine their own belief systems toward children and learning and expect that all students
will learn and achieve at high levels
7) Demonstrate mastery of their content area and make it relevant for all students
8) Provide an environment that supports childrens reflecting on their own learning and
affinities
9) Use a variety of assessment methods to inform daily instruction
10) Engage students in active reasoning and critical thinking
11) Work collaboratively with other faculty members and staff
12) Cultivate positive relationships with students, parents, and community
13) Provide students with necessary academic and social supports
All North Carolina public school students shall pursue a rigorous and relevant academic course
of study as defined in the North Carolina Standard Course of Study. The following strategies
and standards set by the North Carolina State Board of Education will assure that each and every
student receives a rigorous and relevant academic program:
 Require the College Tech Preparatory or the University/College Preparatory curriculum
as the default for all students except for those who have an exception documented by an
Individualized Education Program;
 Ensure that all students have access to and the support necessary to take one or more
Advanced Placement (AP) courses or be enrolled in an International Baccalaureate (IB)
Program;
 Provide appropriate academic and social support for each student;
 Ensure that all K-12 students have the opportunity to master a challenging curriculum;
 Deliver courses consistent with the timeframe established in the North Carolina Standard
Course of Study;
 Eliminate elementary and middle school level tracking that could restrict access to
rigorous and relevant curriculum;
 Ensure that all students have early access to post-secondary and career planning for the
21st Century;
 Ensure that student placement decisions are not solely based on test scores;
 Schedule the school day based on student needs; and
Establish and monitor the quality of instructional delivery to ensure a rigorous and relevant
education for every student.
Honors Courses in North Carolina: Arts Education
July 2005 9
Introduction In November 2004, the State Board of Education approved standards to
be used for all honors courses effective with the 2005-06 school year as
a result of State Board of Education Policy HSP-L-004 (see Courses
That Are Eligible for Weights #1). Honors versions of all courses shall
adhere to, align with and reflect these North Carolina Honors Course
Standards. The revised policy requires that prior to the honors
designation there must be a curriculum guide and administrative review
of each proposed course. The development, review and approval
process must be established and ongoing in each school and/or system
to ensure honors courses warrant the additional weighted credit.
According to the policy, there may be honors courses in arts
education. Those courses that are the third and fourth year course
components of a numerical sequence of courses in any discipline area of
arts education (dance, music, theatre arts or visual arts) may have
honors versions. Students may only receive credit for an individual
honors course one time.
The new, generic North Carolina Honors Course Standards (see
Honors Curriculum, Instruction, and Assessment Standards under the
NC Standard Course of Study) apply to all arts education honors
courses as well as other disciplines. The new state standards require
school systems to develop honors courses in adherence to the new
standards put into place, use an approval process, and prepare a
curriculum guide for each individual honors course offered.
In addition to the NC Honors Course Standards, there are specific
standards for each arts education course that may be offered as an
honors course. Following this introduction, there are overviews,
prerequisites, and relevant standards for arts education honors courses
in the subjects of dance, music, theatre arts and visual arts. Please be
aware that changes have been made to the Arts Education Honors
Course Standards document since the 1994 and 1998 versions. This
2005 document, starting with the 2005-2006 school year, supersedes
all other previous Arts Education Honors Course Standards.
________________________________________________________
Course Codes Following the revision of the North Carolina Arts Education Standard
Course of Study and Grade Level Competencies, K-12 (2000), changes
in course coding were necessary in view of actual student enrollments
and to achieve alignment of honors standards in arts education.
Beginning with the 2005/2006 school year, the revised list of arts
education honors courses should be used. In addition, significant
changes to this document have been made to better explain the process
Honors Courses in North Carolina: Arts Education
July 2005 10
Course Codes,
contd.
of designing and implementing arts education honors courses in
compliance with the North Carolina Honors Course Standards.
________________________________________________________
Purpose of
Honors Courses
The purpose of honors courses in arts education is to provide the
opportunity for advanced work and to promote rigorous academic study
and practical application of knowledge and skills. These third and
fourth level courses should be designed for students who have
demonstrated an advanced level of interest, learning and achievement in
a given subject area. Furthermore, students should be informed and
understand that honors courses are more demanding and have
requirements beyond those of standard courses. The intent is not to
provide a means to attract students to enroll in arts education classes in
order to receive the additional credit afforded honors courses but, to
offer a limited number of challenging, higher level arts education
courses for students who aspire to an advanced level of learning. These
courses should be intermediate between standard courses and, where
they exist, advanced placement courses.
________________________________________________________
Honors Courses for
Levels III and IV
Only
The North Carolina Honors Course Standards apply to honors courses
in all disciplines. They stipulate for arts education that Those courses
that are the third and fourth year course components of a numerical
sequence of courses in any discipline area of arts education may have
honors versions. Students may only receive credit for an individual
honors course one time.
There are third and fourth year levels of honors course standards in
dance, theatre arts and visual arts. In music, there are third and fourth
year levels of honors course standards in the areas of band, orchestra,
and vocal music. Honors courses are provided for these three areas of
music because the content, instruction and learning in each differ
significantly from one another. Since there may only be an honors
version of a level three and a level four course in a sequence of courses
listed in the Outline of the Course Coding Structure for N.C. Public
Schools, the arts education course descriptions in this document
represent an initial level of rigorous honors standards labeled level III
and a second and more advanced level of honors standards labeled level
IV.
________________________________________________________
Use of Arts
Education Honors
Standards
The standards presented in the arts education course descriptions have
been generated to assist school personnel in designing honors courses
and to develop the required curriculum guide for each course as
specified in the state adopted North Carolina Honors Course
Honors Courses in North Carolina: Arts Education
July 2005 11
Use of Arts
Education Honors
Standards, contd.
Standards. In every case, honors courses must embody one of the
two levels of standards and promote rigorous academic study and
practical application. All honors courses in arts education must
address all of the Arts Education Honors Course Standards and
meet the requirements of the North Carolina Honors Course
Standards.
All arts education honors courses must address all the aspects of the
course descriptions, competency goals, and objectives specified in the
honors course standards. If, for example, an arts education honors
course describes six standards each with various objectives, then, the
course must address all six of these standards and all of the
accompanying objectives. Because of the demanding nature of this
work, it is recommended that honors courses be offered and students
receive honors credit during the latter years of high school. Prerequisite
courses, teacher recommendation and/or a placement audition are
required for entrance into honors courses and are stipulated for each
course at the bottom of each focus box.
________________________________________________________
Arts Education
Honors Standards
In addition to complying with the North Carolina Honors Course
Standards, the arts education honors standards are to be used to
assure that courses offered for honors credit in arts education are
eligible for weighted credit:
DANCE:
Honors Dance III
Honors Dance IV
MUSIC:
Honors Band III
Honors Band IV
Honors Orchestra III
Honors Orchestra IV
Honors Vocal Music III
Honors Vocal Music IV
THEATRE ARTS:
Honors Theatre Arts III
Honors Theatre Arts IV
VISUAL ARTS:
Honors Visual Art III
Honors Visual Art IV
__________________________________________________________
Honors Courses in North Carolina: Arts Education
July 2005 12
How Schools May
Offer Courses
The following explanation will illustrate how schools may offer honors
courses to meet their needs.
In music; in the area of band; a school might offer Band I, Band II,
Band III, Band IV, Honors Band III and Honors Band IV; or they might
only offer Band I, Band II, Honors Band III and Honors Band IV; or
elect not to offer any honors band courses. However and in any case, a
student may take and receive credit for only two honors band courses:
Honors Band III and Honors Band IV. Should a student take band
courses after completing the two honors courses (Honors Band III and
Honors Band IV), they will receive standard credit and may not receive
honors credit for any other courses taken in the area of band.
Likewise, if a student wished to take additional electives after
completing the two honors courses in any subject or area, they could do
so, but may not receive honors credit for any of the courses taken after
they have completed the two allowable courses in an individual subject
(dance, theatre arts, or visual arts) or music area (band, orchestra or
vocal music). The only courses that a student may take and for which
they may receive honors credit are the two honors versions of level III
and Level IV courses. It is possible that a student could take a
maximum total of twelve honors courses in arts education to include
two in dance, six in music (two in band, two in orchestra and two in
vocal music), two in theatre arts and two in visual arts. Advanced
Placement and International Baccalaureate courses are separate and
distinct courses from honors courses, are developed using their own
standards, and carry their own respective weighted credit.
________________________________________________________
Courses Ineligible
for Honors Courses
In reporting what courses a school is offering to the states Student
Information Management System, there are numerous arts education
courses that may not be offered nor coded as honors courses. The
following standard arts education courses may not be developed or
coded as honors courses.
Honors Courses in North Carolina: Arts Education
July 2005 13
DANCE MUSIC THEATRE
ARTS
VISUAL ARTS
5110
Dance
Education
K-8
5230
Vocal Music I
5310
Creative
Dramatics
K-8
5410
Visual Arts
K-8
5452
Studio
Art:
Drawing
5115
Dance I
5231
Vocal Music
II
5314
Intro to
Theatre Arts
5415
Visual Arts I
5453
Studio
Art:
2D
Design
5116
Dance II
5240
Orchestra I
5315
Theatre Arts
I
5416
Visual Arts II
5454
Studio
Art:
3D
Design
5125
Special
Topics Dance
I
5241
Orchestra II
5316
Theatre Arts
II
5425
Fine Crafts
5126
Special
Topics Dance
II
5255
Band I
5325
Technical
Theatre I
5429
Ceramics OTHER
5130
Dance
History
5256
Band II
5326
Technical
Theatre II
5433
Graphic
Design
5510
Folk Arts
5134
Independent
Study in
Dance
5265
Jazz Ensemble
5330
Theatre
History
5437
Photography
5270
Electronic
Music
5334
Acting
5440
Film
Production
5272
Guitar
5338
Directing
5444
Electronic Art
5275
Piano
5342
Play
Production
5448
Art History
5280
Hand bells
5360
Independent
Study in
Theatre Arts
5449
Art History
and
Appreciation
Courses which can not
be coded as honors
courses are:
5284
Independent
Study in
Music
5460
Independent
Study in
Visual Arts
_________________________________________________________
Honors Courses in North Carolina: Arts Education
July 2005 14
Courses Eligible for
Honors Credit
There are twelve arts education courses that may have honors versions.
Since honors courses were designed as comprehensive courses which
embrace diverse knowledge and skills, they should be built upon
standard courses which have a broad-based approach to the subject or
area rather than on courses that have specific foci, are introductory
courses or are more advanced courses beyond honors level courses.
Honors courses may not be offered repetitively year after year,
semester after semester, or block after block, with the same students
taking and continuing to receive honors credit for these additional but
identical courses. Regardless of how the school schedule is developed,
an arts education honors course, like other discipline courses, may only
be taken by a student for honors credit one time. Beginning with the
2005-2006 school year, the following courses are the only ones that
may have honors versions and, thus, be coded as honors courses (using
the number 5 in the second block of the course coding system
indicating academic level) and weighted accordingly. A student may
only take and receive credit once for the following arts education
honors courses.
________________________________________________________
Honors Courses in North Carolina: Arts Education
July 2005 15
___________________________________________________
The following list of arts education courses mirrors the revised arts
education section from the Outline of the Course Coding Structure for
N. C. Public Schools 2004-05. This will serve as a visual representation
of the courses that may be coded as standard, honors, International
Baccalaureate, and Advanced Placement courses. Prior to the 2002-03
school year, student information management software was modified to
reflect these changes and, therefore, student information management
personnel will only be able to code courses accordingly. School
personnel who develop honors courses for their school or system will
need to use the course titles and coding to reflect this listing.
DANCE THEATRE ARTS
Course Coding
Structure for Arts
Education
5110 Dance Education
(K-8)
5310 Creative Dramatics
(K-8)
The only courses that may
have honors versions and
may be coded as honors
courses:
Total number of honors courses
that any individual public or
charter high school student may
take and receive honors credit for:
5117 Dance III
5118 Dance IV
Dance (2)
5232 Vocal Music III
5233 Vocal Music IV
Music - Vocal Music (2)
5242 Orchestra III
5243 Orchestra IV
Music - Orchestra (2)
5257 Band III
5258 Band IV
Music - Band (2)
5317 Theatre Arts III
5318 Theatre Arts IV
Theatre Arts (2)
5417 Visual Arts III
5418 Visual Arts IV
Visual Arts (2)
Total Number
of Arts Education
Honors Courses
Total arts education honors
courses a school may offer
and for which an individual
student may receive honors
credit
12
Honors Courses in North Carolina: Arts Education
July 2005 16
5115 Dance I
(9-12)
5314 Introduction to
Theatre Arts
(9-12)
5116 Dance II (9-12) # 5315 Theatre Arts I (9-12)
+ 5117 Dance III
(9-12)
# 5316 Theatre Arts II
(9-12)
+ 5118 Dance IV
(9-12)
+ 5317 Theatre Arts III
(9-12)
5125 Special Topics
Dance I
(9-12)
+ 5318 Theatre Arts IV
(9-12)
See Note
Below
5126 Special Topics
Dance II (9-12)
5325 Technical Theatre I
(9-12)
5130 Dance History
(9-12)
5326 Technical Theatre II
(9-12)
5134 Independent
Study in Dance
5330 Theatre History
(9-12)
MUSIC 5334 Acting (9-12)
5210 General Music
(K-12)
5338 Directing (9-12)
* # 5215 Music Theory
(10-12)
5342 Play Production
(9-12)
# 5220 Music History/
Appreciation
(9-12)
5360 Independent Study
in Theatre Arts
5230 Vocal Music I VISUAL ARTS
5231 Vocal Music II 5410 Visual Arts
(K-8)
+ 5232 Vocal Music III 5415 Visual Arts I
(9-12)
+ 5233 Vocal Music IV 5416 Visual Arts II
(9-12)
5240 Orchestra I + 5417 Visual Arts III
(9-12)
5241 Orchestra II + 5418 Visual Arts IV
(9-12)
+ 5242 Orchestra III 5425 Fine Crafts
(9-12)
+ 5243 Orchestra IV 5429 Ceramics
(9-12)
5255 Band I 5433 Graphic Design
(9-12)
5256 Band II 5437 Photography
(9-12)
+ 5257 Band III 5440 Film Production
(9-12)
+ 5258 Band IV 5444 Electronic Art
(9-12)
5265 Jazz Ensemble
(9-12)
* 5448 Art History
(9-12)
Honors Courses in North Carolina: Arts Education
July 2005 17
5270 Electronic Music # 5449 Art History and
Appreciation
5272 Guitar * 5452 Studio Art:
Drawing (9-12)
5275 Piano * 5453 Studio Art:
2D Design (9-12)
5280 Hand bells * 5454 Studio Art:
3D Design (9-12)
5284 Independent
Study in Music
5460 Independent Study
in Visual Arts
OTHER
5510 Folk Arts (K-12)
5999 Community College
Arts
+ Denotes arts education courses that may be offered at
the honors level (Code 5)
* Denotes courses that may have an Advanced
Placement version (Code 7)
KEY:
# Denotes courses that may be offered in the
International Baccalaureate Program (Code 8)
NOTE:
With the adoption of the new generic Honors Course
Standards, 5125 Special Topics Dance I (9-12) and
5126 Special Topics Dance II (9-12) may not have
honors versions since they do not meet the requirement
of being third and fourth level courses in a numerical
sequence of courses in the Outline of the Course Coding
Structure for N. C. Public Schools 2004-05.
____________________________________________________________
HONORS DANCE III
Course Code 5117-5
Focus Areas:
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, applications and
production/performance
Overview:
 Honors Dance III addresses the competency goals and objectives of the North
Carolina Standard Course of Study for Dance III and provides additional
extensions of these goals and objectives as a foundation for advanced
technique building, creation of dance choreography, and the study of dance
Honors Courses in North Carolina: Arts Education
July 2005 18
history. Honors Dance III students demonstrate a commitment to personal
fitness and to attaining an advanced level of technical skill while performing
with greater fluency, precision, and articulation. Students combine the use of
improvisation, dance elements, choreographic principles, and
technical/theatrical elements to explore the creation of meaningful dance
compositions. Students communicate personal feelings, thoughts, ideas, and
concepts through the skillful use of dance movement and present their
choreography to selected audiences. Through the use of aesthetic criteria,
students analyze and evaluate in a constructive manner the impact of their
own choreography and the work of others. Students create interdisciplinary
projects and continue their study of dance through cultural and historical
viewpoints with an emphasis on the development of dance from the
Renaissance through Romantic periods. Students will maintain a portfolio that
contains written and/or visual examples of their work.
Prerequisites for Honors Dance III:
 Completion of two levels of dance:
Dance I (5115) or Special Topics Dance I (5125); and
Dance II (5116) or Special Topics Dance II (5126) and/or
 A placement audition and teacher recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and
skills in dance. (National Standard 1)
Objectives
1.01 Demonstrate a high level of consistency and reliability in performing
advanced technical skills.
COMPETENCY GOAL 2: The learner will understand choreographic principles,
processes, and structures. (National Standard 2)
Objectives
2.01 Demonstrate the use of various stimuli, choreographic structures, and
choreographic principles in the creation of original compositions.
2.02 Use technology and multimedia to create a dance composition featuring
various technical/theatrical elements and analyze the effectiveness of these
elements.
COMPETENCY GOAL 3: The learner will understand that dance can create and
communicate meaning. (National Standard 3)
Honors Courses in North Carolina: Arts Education
July 2005 19
Objectives
3.01 Communicate personal feelings and ideas through movement in original
movement compositions.
3.02 Compare, contrast, and evaluate how well meaning is communicated in two
or more different choreographic works.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and
creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Analyze the style of a choreographer or cultural form; then create a dance in
that style, articulating the reasons for the artistic decisions made.
4.02 Apply selected aesthetic criteria to analyze and evaluate personal
choreography and that of others.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in
various cultures and historical periods. (National Standard 5)
Objectives
5.01 Analyze the development of dance from the Renaissance through Romantic
periods, illustrating the impact of dance in these periods on twentieth
century dance and placing events in their social/historical/cultural/political
contexts.
COMPETENCY GOAL 6: The learner will make connections between dance and
healthful living. (National Standard 6)
Objectives
6.01 Analyze functions of muscle groups in performing dance movement.
6.02 Demonstrate a high level of personal commitment and discipline necessary to
achieve success in meeting personal goals as a dancer.
COMPETENCY GOAL 7: The learner will make connections between dance and
other content areas. (National Standard 7)
Objectives
7.01 Create an interdisciplinary project based on dance, music, theatre arts and
Honors Courses in North Carolina: Arts Education
July 2005 20
visual arts from the same culture and time period in terms of how those
works reflect the artistic/cultural/historical context of the time.
7.02 Compute a budget for a dance production by organizing, estimating,
predicting, and analyzing expenses and resources needed.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a
range of opportunities for involvement.
Objectives
8.01 Analyze personal progress through the creation and use of a dance portfolio
containing written and visual samples of individual work.
Honors Courses in North Carolina: Arts Education
July 2005 21
HONORS DANCE IV
Course Code 5118-5
Focus Areas:
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, applications and
production/performance
Overview:
 Honors Dance IV is an advanced continuation of Honors Dance III.
Honors Dance IV addresses the competency goals and objectives of the North
Carolina Standard Course of Study for Dance IV and provides additional
extensions of these goals and objectives as a foundation for advanced
technique building and the refining of skills in both choreography and
performance. Students apply their creative and technical knowledge and skills
and use expanded aesthetic criteria to analyze, synthesize, and evaluate their
own choreography as well as works of others. Students strive to clearly
express ideas as they examine the creative process of integrating movement
with choreographic intent. The development of dance during the Twentieth
Century and into the contemporary era is a major focus of Modern Dance IV.
Studies include the purposes of dance, dance genres and styles, artistic
conflicts and resolutions, innovations, social issues, technological
applications, and significant contributors to dance. Students learn to assess
personal health and fitness, develop and achieve personal dance goals, and
integrate knowledge and skills with a variety of other content areas. Students
will maintain a portfolio which contains written and/or visual examples of
their work.
Prerequisites for Honors Dance IV:
 Completion of 5117 Honors Dance III; and/or
 A placement audition and teacher recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and
skills in dance. (National Standard 1)
Objectives
1.01 Perform advanced technical skills with artistic expression: demonstrating
clarity, musicality, and stylistic nuance.
Honors Courses in North Carolina: Arts Education
July 2005 22
COMPETENCY GOAL 2: The learner will understand choreographic principles,
processes, and structures. (National Standard 2)
Objectives
2.01 Choreograph a solo or group movement composition which demonstrates
effective manipulation of choreographic principles, processes and
structures.
2.02 Utilize and manipulate various structures and/or forms of dance in dance
compositions.
COMPETENCY GOAL 3: The learner will understand that dance can create and
communicate meaning. (National Standard 3)
Objectives
3.01 Develop a position paper justifying the artistic decisions made in
objective 2.01 above as a means to communicate.
3.02 Critique how effectively technical/theatrical elements in personal
choreography and the works of others affect the meaning of dance.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and
creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Analyze the impact of issues regarding ethnicity, gender, socio/economic
class, age and/or physical condition on the creation and performance of
dance.
4.02 Formulate and justify a personal set of aesthetic criteria for dance.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in
various cultures and historical periods. (National Standard 5)
Objectives
5.01 Perform, compare and contrast the role and significance of dance in two
different social/historical/cultural/political contexts.
5.02 Research the development of dance during the Twentieth Century and
contemporary eras focusing on the purpose of dance, dance genres and styles,
artistic conflicts and resolutions, significant contributors, and innovations.
Honors Courses in North Carolina: Arts Education
July 2005 23
COMPETENCY GOAL 6: The learner will make connections between dance and
healthful living. (National Standard 6)
Objectives
6.01 Demonstrate understanding of basic principles of anatomy and kinesiology
through a dance demonstration that includes movement, along with written
and verbal explanation.
COMPETENCY GOAL 7: The learner will make connections between dance and
other content areas. (National Standard 7)
Objectives
7.01 Create an interdisciplinary project using technical/theatrical elements that
presents dance in a new or enhanced form.
7.02 Choreograph an original movement composition, connecting dance with at
least one other art form or content area.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a
range of opportunities for involvement.
Objectives
8.01 Create a proposal for a local school board that justifies dance in the public
school system and identifies a range of student opportunities for
involvement in dance as well as both intrinsic and extrinsic benefits of
studying dance.
8.02 Critique and evaluate personal progress through the creation and use of a
dance portfolio of written and/or visual samples of student work.
Honors Courses in North Carolina: Arts Education
July 2005 24
HONORS BAND III
Course Code 5257-5
Focus Areas:
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, applications and performance
Overview:
 Honors Band III addresses the competency goals and objectives of the North
Carolina Standard Course of Study for Instrumental Music III and provides
additional extensions of these goals and objectives as a foundation for
advanced proficiencies in performance, conducting, listening, appreciation,
history, analyzing, composing, the use of current technology, and research
culminating in written reports.
Honors Band III will provide students with opportunities to:
 Develop and demonstrate advanced instrumental practices
 Play with increased technical accuracy and expression
 Refine sight reading and ear training skills
 Play instrumental literature at Levels IV-V, which requires well-developed
technical skills, attention to phrasing and interpretation, and ability to perform
various meters and rhythms in a variety of keys
 Play instrumental literature representing diverse genres, styles, and cultures
 Use singing in instrumental study, as appropriate
 Develop skills in improvising, composing and arranging music
 Develop skills in listening to, analyzing, and evaluating musical experiences
 Apply advanced reading and notating skills
 Demonstrate an understanding of instrumental literature in relationship to history,
culture, and other content areas
Additionally, students must create and/or maintain a portfolio which contains a
combination of written, audio, or visual examples of their work. Participation in
Honors Band III prepares students for further instrumental studies in music.
NOTE: Throughout the music section of this document the * indicates levels of
music difficulty, which range from Level I to Level VI. Level I is defined as
beginning and Level VI as the highest degree of difficulty. This level classification
is universally used so that music educators, students and others can distinguish
how difficult any given music composition may be to execute. This classification
system applies only to the difficulty of the music and does not apply to the grade
level or performance level of the student.
Honors Courses in North Carolina: Arts Education
July 2005 25
Prerequisites for Honors Band III:
 Completion of Band I (5255) and Band II (5256); and/or
 Teacher audition and recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied
repertoire of music. (National Standard 1)
Objectives
1.01 Sing selected instrumental parts using appropriate pitch, rhythm, dynamics,
and tempo.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with
others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play instrumental literature at the IV-V* level of difficulty, with appropriate
expression and well-developed technical accuracy.
2.02 Play level IV-V* music as a member of a chamber ensemble(s) as well as
large ensemble(s) and as a soloist.
2.03 Perform complex rhythmic patterns found in the music literature studied at
the IV-V* level including advanced syncopated rhythms.
2.04 Demonstrate control of dynamic levels while maintaining appropriate tone
control as required by the style of music.
2.05 Perform all major and all forms of minor (pure, melodic, harmonic) scales
and arpeggios.
2.06 Perform modal, and chromatic scales for two octaves (wind instruments and
mallet percussion instruments). Indefinite pitch percussion students will
demonstrate proficiency of 13 essential rudiments.
2.07 Demonstrate proper instrument care and maintenance.
Honors Courses in North Carolina: Arts Education
July 2005 26
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and
accompaniments. (National Standard 3)
Objectives
3.01 Improvise original melodies in a variety of styles, over given chord
progressions, each in a consistent style, meter, and tonality.
COMPETENCY GOAL 4: The learner will compose and arrange music within
specified guidelines. (National Standard 4)
Objectives
4.01 Create an arrangement of at least one piece of existing instrumental music
incorporating appropriate voicings and ranges.
4.02 Synthesize the study and characteristics of several styles/genres of music to
create at least two original compositions.
4.03 Use a variety of sound, notational, and technological sources to compose and
arrange music.
COMPETENCY GOAL 5: The learner will read and notate music.
(National Standard 5)
Objectives
5.01 Demonstrate the ability to read a full instrumental score by describing how
the elements of music are used and explaining all transpositions and clefs in
a written analysis of the music.
5.02 Sight read with at least 80% accuracy music at a IV-V* level of difficulty.
5.03 Interpret nonstandard notation symbols.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music.
(National Standard 6)
Objectives
6.01 Formally analyze chord structures and progressions in musical forms
representing diverse genres and cultures.
6.02 Evaluate own playing and demonstrate refinement of intonation and
advanced discrimination of pitch based on these evaluations.
Honors Courses in North Carolina: Arts Education
July 2005 27
6.03 Identify and transcribe intervals and melodies that are heard (advanced ear
training).
COMPETENCY GOAL 7: The learner will evaluate music and music
performances. (National Standard 7)
Objectives
7.01 Develop and apply specific criteria to make informed, critical evaluations of
the quality and effectiveness of performances, compositions, arrangements,
and improvisations and apply the criteria to one's personal interpretation of
music.
7.02 Evaluate a given musical work in terms of its aesthetic qualities and analyze
the musical means it uses to evoke feelings and emotions. Justify the
analysis in a written and/or visual product or presentation.
7.03 Listen to, analyze and evaluate the blend and balance within an instrumental
ensemble. Recommend changes to the ensemble based on these evaluations.
COMPETENCY GOAL 8: The learner will understand relationships between
music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Research and provide a written report analyzing the relationship between a
selected piece of music and at least one other art form from the same culture
and time period in terms of how those works reflect the
artistic/cultural/historical context of the time.
COMPETENCY GOAL 9: The learner will understand music in relation to history
and culture. (National Standard 9)
Objectives
9.01 Analyze distinguishing characteristics of representative examples of music to
identify the genre, style, culture and/or historical period of the examples.
9.02 Provide a written analysis of patterns, relationships, and trends in music of
selected cultures and historical periods to draw inferences and make
predictions about past, present, and future social outcomes.
Honors Courses in North Carolina: Arts Education
July 2005 28
HONORS BAND IV
Course Code 5258-5
Focus Areas
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, application and performance
Overview:
 Honors Band IV is an advanced continuation of Honors Band III and
addresses the competency goals and objectives of the North Carolina
Standard Course of Study for Instrumental Music IV and provides additional
extensions of these goals and objectives as a foundation for advanced
proficiencies in performance, conducting, listening, appreciation, history,
analyzing, composing, the use of current technology, and research culminating
in written reports.
Honors Band IV will provide students with opportunities to:
 Develop and demonstrate advanced instrumental practices
 Play with increased technical accuracy and expression
 Refine sight reading and ear training skills
 Play difficult instrumental literature at Level V-VI, which requires advanced
technical and interpretive skills, the ability to perform in various and unusual
meters and keys, complex rhythms, and subtle dynamic requirements
 Play instrumental literature representing diverse genres, styles, and cultures
 Use singing in instrumental study, as appropriate
 Develop skills in improvising, composing and arranging music
 Develop skills in listening to, analyzing, and evaluating musical experiences
 Apply advanced reading and notating skills with traditional and non-traditional
music
 Demonstrate an understanding of instrumental literature in relationship to history,
culture, and other content areas
Additionally, students must create and/or maintain a portfolio that contains a
combination of written, audio, or visual examples of their work. Participation in
Honors Band IV prepares students for further instrumental studies in music.
NOTE: Throughout the music section of this document the * indicates levels of
music difficulty, which range from Level I to Level VI. Level I is defined as
beginning and Level VI as the highest degree of difficulty. This level classification
is universally used so that music educators, students and others can distinguish
how difficult any given music composition may be to execute. This classification
system applies only to the difficulty of the music and does not apply to the grade
Honors Courses in North Carolina: Arts Education
July 2005 29
level or performance level of the student.
Prerequisites for Honors Band IV:
 Completion of Honors Band III (5257); and/or
 Teacher audition and recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied
repertoire of music. (National Standard 1)
Objectives
1.01 Sing selected instrumental parts using appropriate pitch, rhythm, dynamics,
and tempo.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with
others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play instrumental literature at the V-VI* level of difficulty, with appropriate
expression and well-developed technical accuracy.
2.02 Play level V-VI* music as a member of a chamber ensemble(s) as well as
large ensemble(s) and as a soloist.
2.03 Perform complex rhythmic patterns found in the music literature studied at
the V-VI* level including advanced syncopated and complex rhythms.
2.04 Demonstrate control of dynamic levels while maintaining appropriate tone
control as required by the style of music.
2.05 Perform all major and all forms of minor (pure, melodic, harmonic) scales
and arpeggios.
2.06 Perform whole-tone and pentatonic scales.
2.07 Perform modal, and chromatic scales for two octaves (wind instruments and
mallet percussion instruments). Indefinite pitch percussion students will
demonstrate proficiency of 26 essential rudiments.
2.08 Demonstrate a mature, developed tone quality.
Honors Courses in North Carolina: Arts Education
July 2005 30
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and
accompaniments. (National Standard 3)
Objectives
3.01 Improvise original melodies in a variety of styles, over given chord
progressions, each in a consistent style, meter, and tonality.
COMPETENCY GOAL 4: The learner will compose and arrange music within
specified guidelines. (National Standard 4)
Objectives
4.01 Create an arrangement of at least one full instrumental score of a piece of
existing instrumental music incorporating appropriate voicings and ranges.
4.02 Create at least two original compositions using individually developed
criteria.
4.03 Use a variety of sound, notational, and technological sources to compose and
arrange music.
COMPETENCY GOAL 5: The learner will read and notate music.
(National Standard 5)
Objectives
5.01 Demonstrate the ability to read a full instrumental score by describing how
the elements of music are used and explaining all transpositions and clefs in
a written analysis of the music.
5.02 Sight read with at least 80% accuracy music at a V-VI* level of difficulty.
5.03 Use nonstandard notation symbols in an original composition.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music.
(National Standard 6)
Objectives
6.01 Formally analyze music including forms such as fugue, sonata, symphonic;
chord structures and progressions; and 12-tone row and atonal music of the
twentieth- and twenty-first centuries.
6.02 Evaluate own playing and demonstrate refinement of intonation and
Honors Courses in North Carolina: Arts Education
July 2005 31
advanced discrimination of pitch based on these evaluations.
6.03 Identify and transcribe intervals and melodies that are heard (advanced ear
training).
COMPETENCY GOAL 7: The learner will evaluate music and music
performances. (National Standard 7)
Objectives
7.01 Develop and apply specific criteria to make informed, critical evaluations of
the quality and effectiveness of performances, compositions, arrangements,
and improvisations and apply the criteria to one's personal interpretation of
music.
7.02 Evaluate a given musical work in terms of its aesthetic qualities and analyze
the musical means it uses to evoke feelings and emotions. Justify the
analysis in a written and/or visual product or presentation.
7.03 Listen to, analyze and evaluate the intonation and pitch in personal playing.
Implement refinements based on these evaluations.
COMPETENCY GOAL 8: The learner will understand relationships between
music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Research and provide a written report analyzing the relationship between
music and at least one other discipline.
COMPETENCY GOAL 9: The learner will understand music in relation to history
and culture. (National Standard 9)
Objectives
9.01 Analyze distinguishing characteristics of representative examples of music to
identify the genre, style, culture and/or historical period of the examples.
9.02 Provide a written analysis of patterns, relationships, and trends in music of
selected cultures and historical periods to draw inferences and make
predictions about past, present, and future social outcomes.
Honors Courses in North Carolina: Arts Education
July 2005 32
HONORS ORCHESTRA III
Course Code 5242-5
Focus Areas:
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, applications and performance
Overview: Honors Orchestra III
 Honors Orchestra III addresses the competency goals and objectives of the
North Carolina Standard Course of Study for Instrumental Music III and
provides additional extensions of these goals and objectives as a foundation
for advanced proficiencies in performance, conducting, listening,
appreciation, history, analyzing, composing, the use of current technology,
and research culminating in written reports.
Honors Orchestra III will provide students with opportunities to:
 Develop and demonstrate advanced instrumental practices
 Play with increased technical accuracy and expression
 Refine sight reading and ear training skills
 Play instrumental literature at Levels IV-V, which requires well-developed
technical skills, attention to phrasing and interpretation, and ability to perform
various meters and rhythms in a variety of keys
 Play instrumental literature representing diverse genres, styles, and cultures
 Use singing in instrumental study, as appropriate
 Develop skills in improvising, composing and arranging music
 Develop skills in listening to, analyzing, and evaluating musical experiences
 Apply advanced reading and notating skills
 Demonstrate an understanding of instrumental literature in relationship to history,
culture, and other content areas
Additionally, students must create and/or maintain a portfolio that contains a
combination of written, audio, or visual examples of their work. Participation in
Honors Orchestra III prepares students for further instrumental studies in music.
NOTE: Throughout the music section of this document the * indicates levels of
music difficulty, which range from Level I to Level VI. Level I is defined as
beginning and Level VI as the highest degree of difficulty. This level classification
is universally used so that music educators, students and others can distinguish
how difficult any given music composition may be to execute. This classification
system applies only to the difficulty of the music and does not apply to the grade
level or performance level of the student.
Honors Courses in North Carolina: Arts Education
July 2005 33
Prerequisites for Honors Orchestra III:
 Completion of Orchestra I (5240) and II (5241); and/or
 Placement audition and teacher recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied
repertoire of music. (National Standard 1)
Objectives
1.01 Sing selected instrumental parts using appropriate pitch, rhythm, dynamics,
and tempo.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with
others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play instrumental literature at the IV-V* level of difficulty, with appropriate
expression and well-developed technical accuracy.
2.02 Play level IV-V* music as a member of a chamber ensemble(s) as well as
large ensemble(s) and as a soloist.
2.03 Perform complex rhythmic patterns found in the music literature studied at
the IV-V* level including advanced syncopated rhythms.
2.04 Demonstrate control of dynamic levels while maintaining appropriate tone
control as required by the style of music.
2.05 Perform all major and all forms of minor (pure, melodic, harmonic) scales
and arpeggios.
2.06 Perform modal, and chromatic scales for two octaves (string and wind
instruments and mallet percussion instruments). Indefinite pitch percussion
students will demonstrate proficiency of 13 essential rudiments.
2.07 Demonstrate proper instrument care and maintenance.
Honors Courses in North Carolina: Arts Education
July 2005 34
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and
accompaniments. (National Standard 3)
Objectives
3.01 Improvise original melodies in a variety of styles, over given chord
progressions, each in a consistent style, meter, and tonality.
COMPETENCY GOAL 4: The learner will compose and arrange music within
specified guidelines. (National Standard 4)
Objectives
4.01 Create an arrangement of at least one piece of existing instrumental music
incorporating appropriate voicings and ranges.
4.02 Synthesize the study and characteristics of several styles/genres of music to
create at least two original compositions.
4.03 Use a variety of sound, notational, and technological sources to compose and
arrange music.
COMPETENCY GOAL 5: The learner will read and notate music.
(National Standard 5)
Objectives
5.01 Demonstrate the ability to read a full instrumental score by describing how
the elements of music are used and explaining all transpositions and clefs in
a written analysis of the music.
5.02 Sight read with at least 80% accuracy music at a IV-V* level of difficulty.
5.03 Interpret nonstandard notation symbols used by some twentieth- and twenty-
first century composers.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music.
(National Standard 6)
Objectives
6.01 Formally analyze chord structures and progressions in musical forms
representing diverse genres and cultures.
6.02 Evaluate own playing and demonstrate refinement of intonation and
Honors Courses in North Carolina: Arts Education
July 2005 35
advanced discrimination of pitch based on these evaluations.
6.03 Identify and transcribe intervals and melodies that are heard (advanced ear
training).
COMPETENCY GOAL 7: The learner will evaluate music and music
performances. (National Standard 7)
Objectives
7.01 Develop and apply specific criteria to make informed, critical evaluations of
the quality and effectiveness of performances, compositions, arrangements,
and improvisations and apply the criteria to one's personal interpretation of
music.
7.02 Evaluate a given musical work in terms of its aesthetic qualities and analyze
the musical means it uses to evoke feelings and emotions. Justify the
analysis in a written and/or visual product or presentation.
7.03 Listen to, analyze and evaluate the blend and balance within an instrumental
ensemble. Recommend changes to the ensemble based on these evaluations.
COMPETENCY GOAL 8: The learner will understand relationships between
music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Research and provide a written report analyzing the relationship between a
selected piece of music and at least one other art form from the same culture
and time period in terms of how those works reflect the
artistic/cultural/historical context of the time.
COMPETENCY GOAL 9: The learner will understand music in relation to history
and culture. (National Standard 9)
Objectives
9.01 Analyze distinguishing characteristics of representative examples of music to
identify the genre, style, culture and/or historical period of the examples.
9.02 Provide a written analysis of patterns, relationships, and trends in music of
selected cultures and historical periods to draw inferences and make
predictions about past, present, and future social outcomes.
Honors Courses in North Carolina: Arts Education
July 2005 36
HONORS ORCHESTRA IV
Course Code 5243-5
Focus Areas:
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, application and performance
Overview:
 Honors Orchestra IV is an advanced continuation of Honors Orchestra III.
Honors Orchestra IV addresses the competency goals and objectives of the
North Carolina Standard Course of Study for Instrumental Music IV and
provides additional extensions of these goals and objectives as a foundation
for advanced proficiencies in performance, conducting, listening,
appreciation, history, analyzing, composing, the use of current technology,
and research culminating in written reports.
Honors Band IV will provide students with opportunities to:
 Develop and demonstrate advanced instrumental practices
 Play with increased technical accuracy and expression
 Refine sight reading and ear training skills
 Play difficult instrumental literature at Level V-VI, which requires advanced
technical and interpretive skills, the ability to perform in various and unusual
meters and keys, complex rhythms, and subtle dynamic requirements
 Play instrumental literature representing diverse genres, styles, and cultures
 Use singing in instrumental study, as appropriate
 Develop skills in improvising, composing and arranging music
 Develop skills in listening to, analyzing, and evaluating musical experiences
 Apply advanced reading and notating skills with traditional and non-traditional
music
 Demonstrate an understanding of instrumental literature in relationship to history,
culture, and other content areas
Additionally, students must create and/or maintain a portfolio that contains a
combination of written, audio, or visual examples of their work. Participation in
Honors Orchestra IV prepares students for further instrumental studies in music.
NOTE: Throughout the music section of this document the * indicates levels of
music difficulty, which range from Level I to Level VI. Level I is defined as
beginning and Level VI as the highest degree of difficulty. This level classification
is universally used so that music educators, students and others can distinguish
how difficult any given music composition may be to execute. This classification
system applies only to the difficulty of the music and does not apply to the grade
Honors Courses in North Carolina: Arts Education
July 2005 37
level or performance level of the student.
Prerequisites for Honors Orchestra IV:
 Completion of 5242 Honors Orchestra III; and/or
 Placement audition and teacher recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied
repertoire of music. (National Standard 1)
Objectives
1.01 Sing selected instrumental parts using appropriate pitch, rhythm, dynamics,
and tempo.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with
others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play instrumental literature at the V-VI* level of difficulty, with appropriate
expression and well-developed technical accuracy.
2.02 Play level V-VI* music as a member of a chamber ensemble(s) as well as
large ensemble(s) and as a soloist.
2.03 Perform complex rhythmic patterns found in the music literature studied at
the V-VI* level including advanced syncopated and complex rhythms.
2.04 Demonstrate control of dynamic levels while maintaining appropriate tone
control as required by the style of music.
2.05 Perform all major and all forms of minor (pure, melodic, harmonic) scales
and arpeggios.
2.06 Perform whole-tone and pentatonic scales.
2.07 Perform modal, and chromatic scales for two octaves (wind instruments and
mallet percussion instruments). Indefinite pitch percussion students will
demonstrate proficiency of 26 essential rudiments.
2.08 Demonstrate a mature, developed tone quality.
Honors Courses in North Carolina: Arts Education
July 2005 38
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and
accompaniments. (National Standard 3)
Objectives
3.01 Improvise original melodies in a variety of styles, over given chord
progressions, each in a consistent style, meter, and tonality.
COMPETENCY GOAL 4: The learner will compose and arrange music within
specified guidelines. (National Standard 4)
Objectives
4.01 Create an arrangement of at least one full instrumental score of a piece of
existing instrumental music incorporating appropriate voicings and ranges.
4.02 Create at least two original compositions using individually developed
criteria.
4.03 Use a variety of sound, notational, and technological sources to compose and
arrange music.
COMPETENCY GOAL 5: The learner will read and notate music.
(National Standard 5)
Objectives
5.01 Demonstrate the ability to read a full instrumental score by describing how
the elements of music are used and explaining all transpositions and clefs in
a written analysis of the music.
5.02 Sight read with at least 80% accuracy music at a V-VI* level of difficulty.
5.03 Use nonstandard notation symbols in an original composition.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music.
(National Standard 6)
Objectives
6.01 Formally analyze music including forms such as fugue, sonata, symphonic;
chord structures and progressions; and 12-tone row and atonal music of the
twentieth- and twenty-first centuries.
6.02 Evaluate own playing and demonstrate refinement of intonation and
Honors Courses in North Carolina: Arts Education
July 2005 39
advanced discrimination of pitch based on these evaluations.
6.03 Identify and transcribe intervals and melodies that are heard (advanced ear
training).
COMPETENCY GOAL 7: The learner will evaluate music and music
performances. (National Standard 7)
Objectives
7.01 Develop and apply specific criteria to make informed, critical evaluations of
the quality and effectiveness of performances, compositions, arrangements,
and improvisations and apply the criteria to one's personal interpretation of
music.
7.02 Evaluate a given musical work in terms of its aesthetic qualities and analyze
the musical means it uses to evoke feelings and emotions. Justify the
analysis in a written and/or visual product or presentation.
7.03 Listen to, analyze and evaluate the intonation and pitch in personal playing.
Implement refinements based on these evaluations.
COMPETENCY GOAL 8: The learner will understand relationships between
music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Research and provide a written report analyzing the relationship between
music and at least one other discipline.
COMPETENCY GOAL 9: The learner will understand music in relation to history
and culture. (National Standard 9)
Objectives
9.01 Analyze distinguishing characteristics of representative examples of music to
identify the genre, style, culture and/or historical period of the examples.
9.02 Provide a written analysis of patterns, relationships, and trends in music of
selected cultures and historical periods to draw inferences and make
predictions about past, present, and future social outcomes.
Honors Courses in North Carolina: Arts Education
July 2005 40
HONORS VOCAL MUSIC III
Course Code 5232-5
Focus Areas:
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, application and performance
Overview:
 Honors Vocal Music III addresses the competency goals and objectives of the
North Carolina Standard Course of Study for Vocal Music III and provides
additional extensions of these goals and objectives as a foundation for
advanced proficiencies in performance, conducting, listening, appreciation,
history, analyzing, composing, the use of current technology, and research
culminating in written reports.
Honors Vocal Music III will provide students with opportunities to:
 Develop and demonstrate advanced vocal practices and refine the use of the voice
as an instrument
 Sing with increased technical accuracy and expression
 Refine sight reading and ear training skills
 Sing moderately difficult vocal literature which requires well-developed technical
skills, attention to phrasing and interpretation, and ability to perform various
meters and rhythms in a variety of keys
 Sing vocal literature representing diverse genres, styles, and cultures
 Utilize instruments as appropriate
 Develop skills in improvising, composing and arranging music
 Develop skills in listening to, analyzing, and evaluating musical experiences
 Apply reading and notating skills
 Develop an understanding of vocal literature in relationship to history, culture,
and other content areas
Additionally, students must create and/or maintain a portfolio that contains a
combination of written, audio, or visual examples of their work. Participation in
Honors Vocal Music III prepares students for further vocal studies in music.
NOTE: Throughout the music section of this document the * indicates levels of
music difficulty, which range from Level I to Level VI. Level I is defined as
beginning and Level VI as the highest degree of difficulty. This level classification
is universally used so that music educators, students and others can distinguish
how difficult any given music composition may be to execute. This classification
system applies only to the difficulty of the music and does not apply to the grade
level or performance level of the student.
Honors Courses in North Carolina: Arts Education
July 2005 41
Prerequisites for Honors Vocal Music III:
 Completion of Vocal Music I (5230) and Vocal Music II (5231); and/or
 Placement audition and teacher recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied
repertoire of music. (National Standard 1)
Objectives
1.01 Sing moderately difficult vocal literature at a IV-V* level (with and without
accompaniment) which requires well-developed technical skills, attention to
phrasing and interpretation, and the ability to perform various meters and
rhythms in a variety of keys.
1.02 Sing complex rhythmic patterns found in the music literature studied at the
IV-V* level including advanced syncopated rhythms.
1.03 Sing level IV-V* music as a member of a chamber ensemble(s) as well as
large ensemble(s) and as a soloist.
1.04 Sing vocalizes, major and minor scales, and arpeggios.
1.05 Demonstrate control of dynamic levels while maintaining appropriate tone
control as required by the style of music.
1.06 Exhibit proper vocal care and maintenance of the voice in relation to vocal
production and advanced vocal techniques required by ensemble and solo
literature.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with
others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play vocal music parts in the study of vocal music and/or select appropriate
instrumental accompaniments for designated vocal music.
Honors Courses in North Carolina: Arts Education
July 2005 42
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and
accompaniments. (National Standard 3)
Objectives
3.01 Improvise original melodies in a variety of styles, over given chord
progressions, each in a consistent style, meter, and tonality.
COMPETENCY GOAL 4: The learner will compose and arrange music within
specified guidelines. (National Standard 4)
Objectives
4.01 Create an arrangement of at least one piece of existing vocal music
incorporating appropriate voicings and ranges.
4.02 Synthesize the study and characteristics of several styles/genres of music to
create at least two original compositions.
4.03 Use a variety of sound, notational, and technological sources to compose and
arrange music.
COMPETENCY GOAL 5: The learner will read and notate music.
(National Standard 5)
Objectives
5.01 Demonstrate the ability to read a full vocal score by describing how the
elements of music are used in a written analysis of the music.
5.02 Sight read with at least 80% accuracy music at a IV-V* level of difficulty.
5.03 Interpret nonstandard notation symbols in selected vocal literature.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music.
(National Standard 6)
Objectives
6.01 Analyze chord structures and progressions in musical forms representing
diverse genres and cultures.
6.02 Analyze own singing and demonstrate refinement of intonation and
advanced discrimination of pitch based on these evaluations.
6.03 Identify and transcribe intervals and melodies that are heard (advanced ear
Honors Courses in North Carolina: Arts Education
July 2005 43
training).
COMPETENCY GOAL 7: The learner will evaluate music and music
performances. (National Standard 7)
Objectives
7.01 Develop and apply specific criteria for making informed, critical evaluations
of the quality and effectiveness of performances, compositions,
arrangements, and improvisations and apply the criteria to one's personal
participation in music.
7.02 Evaluate a given musical work in terms of its aesthetic qualities and analyze
the musical means it uses to evoke feelings and emotions. Justify the
analysis in a written and/or visual product or presentation.
7.03 Listen to, analyze and evaluate the blend and balance within a vocal
ensemble. Recommend changes to the ensemble based on these evaluations.
COMPETENCY GOAL 8: The learner will understand relationships between
music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Research and provide a written report analyzing the relationship between a
selected piece of music and at least one other art form from the same culture
and time period in terms of how those works reflect the
artistic/cultural/historical context of the time.
COMPETENCY GOAL 9: The learner will understand music in relation to history
and culture. (National Standard 9)
Objectives
9.01 Analyze distinguishing characteristics of representative examples of music to
identify the genre, style, culture and/or historical period of the examples.
Honors Courses in North Carolina: Arts Education
July 2005 44
HONORS VOCAL MUSIC IV
Course Code 5233-5
Focus Areas
 Advanced, more individualized work in authentic learning situations
 In-depth research, analysis, reflection, application and performance
Overview:
 Honors Vocal Music IV is an advanced continuation of Honors Vocal Music
III. Honors Vocal Music IV addresses the competency goals and objectives of
the North Carolina Standard Course of Study for Vocal Music IV and
provides additional extensions of these goals and objectives as a foundation
for advanced proficiencies in performance, conducting, listening,
appreciation, history, analyzing, composing, the use of current technology,
and research culminating in written reports.
Honors Vocal Music IV will provide students with opportunities to:
 Develop and demonstrate advanced vocal practices and refine the use of the voice
as an instrument
 Sing with increased technical accuracy and expression
 Refine sight reading and ear training skills
 Sing difficult vocal literature which requires advanced technical and interpretive
skills, ability to perform in various meters, keys, unusual meters, complex
rhythms, and subtle dynamic requirements
 Sing vocal literature representing diverse genres, styles and cultures
 Utilize instruments as appropriate
 Develop skills in improvising, composing, and arranging music
 Develop skills in listening to, analyzing, and evaluating musical experiences
 Apply reading an notating skills with traditional and non-traditional music
 Develop an understanding of vocal literature in relationship to history, culture,
and other content areas
Additionally, students must create and/or maintain a portfolio that contains a
combination of written, audio, or visual examples of their work. Participation in
Honors Vocal Music IV prepares students for further vocal studies in music.
NOTE: Throughout the music section of this document the * indicates levels of
music difficulty, which range from Level I to Level VI. Level I is defined as
beginning and Level VI as the highest degree of difficulty. This level classification
is universally used so that music educators, students and others can distinguish
how difficult any given music composition may be to execute. This classification
system applies only to the difficulty of the music and does not apply to the grade
Honors Courses in North Carolina: Arts Education
July 2005 45
level or performance level of the student.
Prerequisites for Honors Vocal Music IV:
 Completion of Honors Vocal Music III (5232) and/or
 Placement audition and teacher recommendation.
Strands: Creating, Performing, Responding, and Understanding
COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied
repertoire of music. (National Standard 1)
Objectives
1.01 Sing moderately difficult vocal literature at a V-VI* level (with and without
accompaniment) which requires well-developed technical skills, attention to
phrasing and interpretation, and the ability to perform various meters and
rhythms in a variety of keys.
1.02 Sing complex rhythmic patterns found in the music literature studied at the
V-VI* level including advanced syncopated and complex rhythms.
1.03 Sing level V-VI* music as a member of a chamber ensemble(s), in four or
more parts, with one student on a part, as well as in large ensemble(s) and as
a soloist.
1.04 Sing vocalizes, major and minor scales, and arpeggios.
1.05 Demonstrate control of dynamic levels while maintaining appropriate tone
control as required by the style of music.
1.06 Exhibit proper vocal care and maintenance of the voice in relation to vocal
production and advanced vocal techniques required by ensemble and solo
literature.
1.07 Demonstrate a mature, developed tone quality.
COMPETENCY GOAL 2: The learner will play on instruments, alone and with
others, a varied repertoire of music. (National Standard 2)
Objectives
2.01 Play vocal music parts in the study of vocal music and/or select appropriate
instrumental accompaniments for designated vocal music.
COMPETENCY GOAL 3: The learner will improvise melodies, variations, and
Honors Courses in North Carolina: Arts Education
July 2005 46
accompaniments. (National Standard 3)
Objectives
3.01 Improvise original melodies in a variety of styles, over given chord
progressions, each in a consistent style, meter, and tonality.
COMPETENCY GOAL 4: The learner will compose and arrange music within
specified guidelines. (National Standard 4)
Objectives
4.01 Create an arrangement of at least one full vocal score of a piece of existing
music incorporating appropriate voicings and ranges.
4.02 Create at least two original compositions using individually developed
criteria.
4.03 Use a variety of sound, notational, and technological sources to compose and
arrange music.
COMPETENCY GOAL 5: The learner will read and notate music.
(National Standard 5)
Objectives
5.01 Demonstrate the ability to read a full vocal score by describing how the
elements of music are used in a written analysis of the music.
5.02 Sight read with at least 80% accuracy music at a V-VI* level of difficulty.
5.03 Use nonstandard notation symbols in an original composition.
COMPETENCY GOAL 6: The learner will listen to, analyze, and describe music.
(National Standard 6)
Objectives
6.01 Formally analyze the form, texture, chord structures and progressions,
including atonal music, of selected vocal literature.
6.02 Analyze own singing and demonstrate refinement of intonation and
advanced discrimination of pitch based on these evaluations.
6.03 Identify and transcribe intervals and melodies that are heard (advanced ear
Honors Courses in North Carolina: Arts Education
July 2005 47
training).
6.04 Conduct a full musical score after preparation and analysis of the music.
COMPETENCY GOAL 7: The learner will evaluate music and music
performances. (National Standard 7)
Objectives
7.01 Develop and apply specific criteria for making informed, critical evaluations
of the quality and effectiveness of performances, compositions,
arrangements, and improvisations and apply the criteria to one's personal
participation in music.
7.02 Evaluate a given musical work in terms of its aesthetic qualities and analyze
the musical means it uses to evoke feelings and emotions. Justify the
analysis in a written and/or visual product or presentation.
7.03 Listen to, analyze and evaluate the blend and balance within a vocal
ensemble. Recommend changes to the ensemble based on these evaluations.
COMPETENCY GOAL 8: The learner will understand relationships between
music, the other arts, and content areas outside the arts. (National Standard 8)
Objectives
8.01 Research and provide a written report analyzing the relationship between a
selected piece of music and at least one other discipline.
COMPETENCY GOAL 9: The learner will understand music in relation to history
and culture. (National Standard 9)
Objectives
9.01 Analyze distinguishing characteristics of representative examples of music to
identify the genre, style, culture and/or historical period of the examples.
9.02 Provide a written analysis of patterns, relationships, and trends in music of
selected cultures and historical periods to draw inferences and make
predictions about past, present, and future social outcomes.
Honors Courses in North Carolina: Arts Education
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HONORS THEATRE ARTS III
Course Code 5317-5
Focus Areas
 Advanced, more individualized and activity-based study and work in authentic
learning situations
 Study and work often generated through and resulting from the seminar or
ensemble approach
 Work that requires students to take significant responsibility for their study
along with their production and/or performance
 Learning experiences that are often exploratory, experiential and/or open-
ended, requiring students to think and operate at a higher than average level
 Use of technology to study, learn and, if applicable, to facilitate theatrical
production
 Higher expectations for the quality of work generated, as well as, the thought
and creative processes demonstrated
 In-depth research, analysis, reflection, application, and production and/or
performance
 Use of technology to study, learn and, if applicable, to produce theatrical work
Overview:
 Honors Theatre Arts III is an advanced continuation of 5315 Theatre Arts I
and 5316 Theatre II. This course involves additional in-depth application of
theatre arts knowledge, skills and processes. The course of study for Theatre
Arts I and II is described in the North Carolina Arts Education Standard
Course of Study.
Prerequisite for Honors Theatre Arts III:
 Is completion of 5315 Theatre Arts I and 5316 Theatre Arts II
 And/or teacher recommendation.
Strands: Perceiving, Thinking, Comprehending, Applying, Integrating, Communicating,
Creating, Analyzing, and Critiquing
COMPETENCY GOAL 1: The learner will write based on personal experience and
Honors Courses in North Carolina: Arts Education
July 2005 49
heritage, imagination, literature, and history. (National Standard 1)
Objectives
1.01 Develop and write quality theatre scripts in a variety of traditional forms that
include original characters with unique dialogue that motivates action.
COMPETENCY GOAL 2: The learner will act by interacting in improvisations
and assuming roles. (National Standard 2)
Objectives
2.01 Demonstrate advanced artistic competence and sustained characters in
rehearsal and performance.
2.02 Create consistently believable characters from classical and realistic dramatic
texts in informal and formal theatre, film, television, or electronic media
productions.
COMPETENCY GOAL 3: The learner will design and produce theatre by
conceptualizing and realizing artistic interpretations for informal or formal
productions. (National Standard 3)
Objectives
3.01 Explain, compare and demonstrate, verbally or in writing, an understanding
of the roles and interrelated responsibilities of the various personnel
involved in theatre, film, television, and electronic media productions.
3.02 Demonstrate the ability to develop, safely construct and efficiently operate
technical aspects of theatre, film, television, or electronic media
productions.
3.03 Create and reliably implement production schedules, stage management
plans, promotional ideas, and business and front of house procedures for
informal and formal theatre, film, television, or electronic media
productions.
COMPETENCY GOAL 4: The learner will direct through planning and presenting
informal or formal productions. (National Standard 4)
Objectives
4.01 Explain, compare and demonstrate, verbally or in writing, an understanding
of the roles and interrelated responsibilities of the various personnel
involved in theatre, film, television, and electronic media productions.
Honors Courses in North Carolina: Arts Education
July 2005 50
4.02 Operate as a director to conduct auditions, cast actors, direct scenes, and
conduct production meetings to achieve production goals.
COMPETENCY GOAL 5: The learner will research by finding information to
support informal or formal productions. (National Standard 5)
Objectives
5.01 Research, describe and be able to discuss appropriate historical production
designs, techniques, and performances from various cultures to assist in
making artistic choices for informal and formal theatre, film, television, or
electronic media productions.
5.02 Research the uses of historical production designs, techniques, and
performances from various cultures.
COMPETENCY GOAL 6: The learner will compare and integrate art forms by
analyzing traditional theatre, dance, music, visual arts, and new art forms.
(National Standard 6)
Objectives
6.01 Research and compare, verbally or through writing, the interpretive
and expressive natures of several art forms in various cultures or
historical periods.
6.02 Appropriately and logically integrate theatre arts into dance, music,
visual arts, and new art forms.
COMPETENCY GOAL 7: The learner will analyze, critique, and construct
meaning from informal and formal theatre, film, television, and electronic media
productions. (National Standard 7)
Objectives
7.01 Construct personal meanings from nontraditional dramatic
performances and justify ones interpretations or inferences from
the observed performance either verbally or in writing.
7.02 Analyze and evaluate, verbally or in writing, critical comments about ones
personal dramatic work explaining and taking action upon those points that
are most appropriate to inform further development of the work.
COMPETENCY GOAL 8: The learner will understand context by analyzing the
Honors Courses in North Carolina: Arts Education
July 2005 51
role of theatre, film, television, and electronic media in the past and present.
(National Standard 8)
Objectives
8.01 Analyze the development of dramatic forms, production practices,
and theatrical traditions across cultures and historical periods for
the purpose of knowing and using these in ones own work when
appropriate
8.02 Understand and discuss, verbally or in writing, the influences of
dramatic forms, production practices, and theatrical traditions
across cultures and historical periods on contemporary theatre, film,
television, and electronic media productions.
HONORS THEATRE ARTS IV
Honors Courses in North Carolina: Arts Education
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Course Code 5318-5
Focus Areas
 Advanced, more individualized and activity-based study and work in authentic
learning situations
 Study and work often generated through and resulting from the seminar or
ensemble approach
 Work that requires students to take significant responsibility for their study
along with their production and/or performance
 Learning experiences that are often exploratory, experiential and/or open-
ended, requiring students to think and operate at a higher than average level
 Use of technology to study, learn and, if applicable, to facilitate theatrical
production
 Higher expectations for the quality of work generated, as well as, the thought
and creative processes demonstrated
 In-depth research, analysis, reflection, application, and production and/or
performance
 Use of technology to study, learn and, if applicable, to produce theatrical work
 Students becoming initiators of learning and accomplishment in theatre arts
 Students demonstrating leadership and expertise in doing theatre
Overview:
 Honors Theatre Arts IV is an even more advanced continuation of Honors
Theatre Arts III and will require students to become initiators of learning and
accomplishment, as well as, demonstrate leadership and expertise in theatre
arts.
Prerequisite for Honors Theatre Arts IV:
 Is completion of Honors Theatre Arts III
 And teacher recommendation.
Strands: Perceiving, Thinking, Comprehending, Applying, Integrating, Communicating,
Creating, Analyzing, and Critiquing
COMPETENCY GOAL 1: The learner will write based on personal experience and
heritage, imagination, literature, and history. (National Standard 1)
Objectives
1.01 Develop and write quality and unique film, television, electronic media, or
theatre scripts in a variety of both traditional and new forms that include
original characters with unique dialogue that motivates action.
COMPETENCY GOAL 2: The learner will act by interacting in improvisations
and assuming roles. (National Standard 2)
Honors Courses in North Carolina: Arts Education
July 2005 53
Objectives
2.01 Demonstrate advanced artistic discipline and personal responsibility to
achieve harmonious and proficient ensemble in rehearsal and performance.
2.02 Create consistent and believable characters from contemporary and non-
realistic dramatic texts in informal and formal theatre, film, television, or
electronic media productions.
COMPETENCY GOAL 3: The learner will design and produce theatre by
conceptualizing and realizing artistic interpretations for informal or formal
productions. (National Standard 3)
Objectives
3.01 Research or create and implement scientific and technological
advances in scenery, light, sound, and costume design for theatre,
film, television, or electronic media productions.
3.02 Serve in and demonstrate the capability to carry out various
leadership roles in technical theatre such as head of the costume,
props, lighting, scenery, publicity or other such crew.
3.03 Design, safely construct and efficiently operate various technical
aspects of theatre, film, television, or electronic media productions.
3.04 Collaborate with directors and other production staff to develop
unified production concepts that convey the metaphorical nature of
the drama for informal and formal theatre, film, television, or
electronic media productions.
COMPETENCY GOAL 4: The learner will direct through planning and presenting
informal or formal productions. (National Standard 4)
Objectives
4.01 Demonstrate; verbally, in writing or through practice; a knowledge
of the roles and interrelated responsibilities of the various personnel
involved in theatre, film, television, and electronic media
productions.
4.02 Develop ones own processes for conducting auditions, casting
actors, directing scenes, and conducting production meetings to
achieve production goals.
Honors Courses in North Carolina: Arts Education
July 2005 54
4.03 Collaborate with designers and actors to develop aesthetically
unified production concepts for directing informal and formal
theatre, film, television, or electronic media productions.
COMPETENCY GOAL 5: The learner will research by finding information to
support informal or formal productions. (National Standard 5)
Objectives
5.01 Research and use appropriate historical production designs, techniques, and
performances from various cultures to assist in making artistic choices for
informal and formal theatre, film, television, or electronic media
productions.
5.02 Apply and/or demonstrate the appropriate use of historical production
designs, techniques, and performances from various cultures in ones own
work or while doing theatre.
COMPETENCY GOAL 6: The learner will compare and integrate art forms by
analyzing traditional theatre, dance, music, visual arts, and new art forms.
(National Standard 6)
Objectives
6.01 Research and compare, verbally or in writing, the unique
interpretive and expressive natures and aesthetic qualities of
traditional arts from various cultures and historical periods with
contemporary new art forms (such as performance art).
6.02 Suitably integrate other art forms or media into theatre, film,
television, or electronic media productions.
COMPETENCY GOAL 7: The learner will analyze, critique, and construct
meaning from informal and formal theatre, film, television, and electronic media
productions. (National Standard 7)
Objectives
7.01 Analyze, compare, and evaluate; verbally or in writing; differing
critiques of the same dramatic texts and performances for clarity
and justifiable judgments.
7.02 Critique, verbally or in writing, several dramatic works in terms of other
aesthetic philosophies (such as the underlying ethos of Greek drama, French
classicism with its unities of time and place, Shakespeare and romantic
forms, India classical drama, Japanese Kabuki, and others).
Honors Courses in North Carolina: Arts Education
July 2005 55
COMPETENCY GOAL 8: The learner will understand context by analyzing the
role of theatre, film, television, and electronic media in the past and present.
(National Standard 8)
Objectives
8.01 Research and analyze, verbally or in writing, the development of
dramatic forms, production practices, and theatrical traditions
across cultures and historical periods to be able to identify them in
performances or other art forms.
8.02 Explain, verbally or in writing, the influences of dramatic forms,
production practices, and theatrical traditions across cultures and
historical periods as they appear or apply to contemporary theatre,
film, television, and electronic media productions.
8.03 Analyze, verbally or in writing, the social and aesthetic impact of
under represented theatre and film artists.
8.04 Analyze, verbally or in writing, the relationships among cultural
values, freedom of artistic expression, ethics, and artistic choices in
various cultures and historical periods and how they impacted or
impact the theatre.
HONORS VISUAL ARTS III
Course Code 5417-5
Honors Courses in North Carolina: Arts Education
July 2005 56
Focus Areas
 Advanced, more individualized and activity-based work
 Learning experiences that are often exploratory, experiential and/or open-
ended, requiring students to think and operate at a higher than average level
 Expanded use of vocabulary and terminology appropriate to visual arts
processes, media, and history
 Students developing greater ability to name a specific artist to illustrate
concepts, techniques, etc.
 Work often generated through and resulting from the studio and/or seminar
approach
 Use of technology to study, learn and, if applicable, to produce art
 Work that requires students to take significant responsibility for their study
and production of visual art
 Improving students understanding of where a specific artist or period fits
into history and how the artist are a reflection of that time period
 Helping students exhibit fluency of ideas and products and understand the
basic rationale and psychology behind the creative processes and, as a result,
the student should demonstrate greater mastery of skills and processes
 High expectations for the quality of work generated, as well as, the thought
and creative processes demonstrated
 Research, analysis, reflection, application, production and performance
Overview
 Honors Visual Arts III is an advanced level course and involves more in-
depth knowledge of art processes, media, history and the development of
such. Since it is an advanced level course, it will build upon the curriculum
as outlined in the 9-12 visual arts section of the North Carolina Arts
Education Standard Course of Study.
Prerequisite for Honors Visual Arts III:
 Is completion of Visual Arts I and II
 And/or teacher recommendation.
Strands: Perceiving, Thinking, Comprehending, Applying, Integrating, Communicating,
Creating, Analyzing, and Critiquing
COMPETENCY GOAL 1: The learner will develop critical and creative thinking skills
and perceptual awareness necessary for understanding and producing art.
Objectives
Honors Courses in North Carolina: Arts Education
July 2005 57
1.01 Communicate ideas regularly at a high level of effectiveness in various
visual mediums.
1.02 Readily recognize, define, and solve challenging visual arts problems
independently using intellectual skills such as analysis, synthesis, and evaluation.
COMPETENCY GOAL 2: The learner will develop skills necessary for understanding and
applying media, techniques, and processes. (National Standard 1)
Objectives
2.01 Demonstrate, verbally or in writing, the ability to compare two or more
perspectives about the use of organizational principles and functions in
artwork from different artists and periods of art.
2.02 Create satisfactory and credible solutions to specific visual arts problems.
COMPETENCY GOAL 3: The learner will organize the components of a work into a
cohesive whole through knowledge of organizational principles of design and art elements.
(National Standard 2)
Objectives
3.01 Concisely describe, verbally or in writing, the origins of specific images and
ideas and explain why they are of value in the work of others from different
places and times.
3.02 Evaluate the validity of sources for content; and the manner in which
subject matter, symbols, and images are used in ones own artwork and; in
significant artworks by others.
COMPETENCY GOAL 4: The learner will choose and evaluate a range of subject matter
and ideas to communicate intended meaning in artworks. (National Standard 3)
Objectives
4.01 Analyze and interpret artworks for relationships among form, context,
purposes, and critical models.
4.02 Analyze, verbally or in writing, common characteristics of visual arts
evident across time and among cultural/ethnic groups to formulate
analyses, evaluations, and interpretations of meaning.
COMPETENCY GOAL 5: The learner will understand the visual arts in relation to
history and cultures. (National Standard 4)
Honors Courses in North Carolina: Arts Education
July 2005 58
Objectives
5.01 Correlate, verbally or in writing, characteristics of works of visual art with various
techniques for communicating meanings, ideas, attitudes, views, and intentions
throughout history and in various cultures.
5.02 Create art that substantiates an understanding of visual arts in relationship to history
and cultures.
COMPETENCY GOAL 6: The learner will reflect upon and assess the characteristics and
merits of their work and the work of others. (National Standard 5)
Objectives
6.01 Determine the value, significance and/or extent of the critical and analytical
principles and techniques of visual arts and selected other arts disciplines, the
humanities, or the sciences.
6.02 Communicate verbally or in writing the thoughts that result from reflecting upon the
characteristics and merits of ones own or others visual arts work.
COMPETENCY GOAL 7: The learner will perceive connections between visual arts and
other disciplines. (National Standard 6)
Objectives
7.01 Research, describe and/or demonstrate through making art how visual art interrelates
with all other disciplines.
7.02 Research, communicate and demonstrate through making art how visual arts relate
to ideas, issues or themes in other disciplines.
7.03 Research, recognize, describe and/or demonstrate how current technology employed
in visual arts may relate to other disciplines.
COMPETENCY GOAL 8: The learner will develop an awareness of art as an avocation
and profession.
Objectives
8.01 Develop an awareness of and communicate how art may be an avocation.
Honors Courses in North Carolina: Arts Education
July 2005 59
8.02 Develop an awareness of and communicate how art may be a beneficial profession.
8.03 Communicate how art provides an opportunity for lifelong learning.
HONORS VISUAL ARTS IV
Course Code 5418-5
Focus Areas
 Advanced, more individualized and activity-based work
Honors Courses in North Carolina: Arts Education
July 2005 60
 Learning experiences that are often exploratory, experiential and/or open-
ended, requiring students to think and operate at a higher than average level
 Expanded use of vocabulary and terminology appropriate to visual arts
processes, media, and history
 Students developing a greater ability to name a specific artist to illustrate
concepts, techniques, etc.
 Work often generated through and resulting from the studio and/or seminar
approach
 Use of technology to study, learn and, if applicable, to produce art
 Work that requires students to take significant responsibility for their study
and production of visual art
 Improving students understanding of where a specific artist or period of art
fits into history and how both are a reflection of that time period
 Helping students exhibit fluency of ideas and products and understand the
basic rationale and psychology behind the creative processes and, as a result,
the student should demonstrate greater mastery of skills and processes
 Higher expectations for the quality of work generated, as well as, the
thought and creative processes demonstrated
 In-depth research, analysis, reflection, application, production and
performance
 Students becoming initiators of learning and accomplishment in visual arts
 Students demonstrating leadership and expertise in visual art
Overview
 Honors Visual Arts IV is an even more advanced level of Honors Visual
Arts III and involves additional in-depth knowledge of art processes, media,
history and the development of such. In addition, students are expected to
become initiators of learning and accomplishment, as well as, demonstrate
leadership and expertise in visual arts. Since it is a more advanced level
course, it will follow Honors Visual Arts III.
Prerequisite for Honors Visual Arts IV:
 Is completion of Honors Visual Arts III
 And teacher recommendation.
Strands: Perceiving, Thinking, Comprehending, Applying, Integrating, Communicating,
Creating, Analyzing, and Critiquing
COMPETENCY GOAL 1: The learner will develop critical and creative thinking skills
and perceptual awareness necessary for understanding and producing art.
Objectives
Honors Courses in North Carolina: Arts Education
July 2005 61
1.01 Communicate complex ideas regularly at a high level of effectiveness to
inform ones own artwork and that of others in a variety of visual medium
1.02 Initiate, define, and solve high-level visual arts problems independently and/or with
others using intellectual skills such as analysis, synthesis, and evaluation.
COMPETENCY GOAL 2: The learner will develop skills necessary for understanding and
applying media, techniques, and processes. (National Standard 1)
Objectives
2.01 Demonstrate verbally, in writing or in practice the ability to competently
compare perspectives about the use of organizational principles and
functions in artwork and to credibly defend personal evaluations of these
perspectives.
2.02 Create multiple solutions to specific visual arts problems that demonstrate
competence in producing effective relationships between structural choices
and artistic functions
COMPETENCY GOAL 3: The learner will organize the components of a work into a
cohesive whole through knowledge of organizational principles of design and art elements.
(National Standard 2)
Objectives
3.01 Comprehensively describe and/or defend verbally, in writing or in practice
the origins of specific images and ideas and explain why they are of value
in ones own artwork and in the work of others.
3.02 Evaluate and defend, verbally, in writing or in practice, the validity of
sources for content and the manner in which subject matter, symbols, and
images are used in the ones work and in significant works by others.
COMPETENCY GOAL 4: The learner will choose and evaluate a range of subject matter
and ideas to communicate intended meaning in artworks. (National Standard 3)
Objectives
4.01 Analyze and interpret artworks verbally or in writing for relationships
among form, context, purposes, and critical models, demonstrating a more
Honors Courses in North Carolina: Arts Education
July 2005 62
thorough understanding of the work of critics, historians, aestheticians, and
artists.
4.02 Analyze, verbally or in writing, characteristics of visual arts evident across
time and among cultural/ethnic groups to astutely formulate analyses,
evaluations, and interpretations of meaning that may be substantiated.
COMPETENCY GOAL 5: The learner will understand the visual arts in relation to
history and cultures. (National Standard 4)
Objectives
5.01 Correlate, verbally or in writing, responses to and characteristics of works of visual
art with various techniques for communicating meanings, ideas, attitudes, views,
and intentions throughout history and in different cultures.
5.02 Create art that reflects or personifies art from particular periods of history or
cultures.
COMPETENCY GOAL 6: The learner will reflect upon and assess the characteristics and
merits of their work and the work of others. (National Standard 5)
Objectives
6.01 Demonstrate the ability to synthesize the critical and analytical principles and
techniques of visual arts and selected other arts disciplines, the humanities, or the
sciences.
6.02 Demonstrate the ability to reflect analytically on ones own or others work and
concisely relate, verbally or in writing, the conclusions drawn from viewing the
work.
COMPETENCY GOAL 7: The learner will perceive connections between visual arts and
other disciplines. (National Standard 6)
Objectives
7.01 Demonstrate independent research and establishment of area/s of specialization.
7.02 Demonstrate the ability through making art to synthesize multiple and various
concepts in visual arts and other disciplines to enhance ones own visual expression
in various media.
7.03 Recognize and demonstrate the ability through making art to show how current
technology in other disciplines may influence or relate to visual arts.
Honors Courses in North Carolina: Arts Education
July 2005 63
7.04 Compare the materials, technologies, media, and processes of visual arts with those
of other arts disciplines as they are used in creation and types of analysis.
COMPETENCY GOAL 8: The learner will develop an awareness of art as an avocation
and profession.
Objectives
8.01 Know, explain and demonstrate how various aspects of art may be an avocation.
8.02 Know, explain and demonstrate an awareness of how various aspects of art may be a
beneficial profession.
8.03 Know, explain and demonstrate how art provides an opportunity for lifelong
learning in visual arts and other areas of life.
North Carolina Arts Education Honors Course
Teaching Preparation Portfolio
This form should be used in the development of arts education honors courses. When completed, the form and any additional materials
should be submitted to the appropriate administrators for approval, as required by the LEA.
Honors Courses in North Carolina: Arts Education
July 2005 64
Curriculum Standards
State course code:
State course title:
General Course Information
Copy the state course code and
title from the Honors Course
Standards and fill in the length
of the course in the area to the
right.
Length of course:
Course Description
Copy the course description
from the Honors Course focus
box at the beginning of the
course, and paste into the area
on the right. (Area will expand
to needed size)
Course Goals and Objectives
Copy from the honors course
standards and paste the course
competency goals and
objectives into the area at
right.
Issues Particular to the Course
List issues particular to this
course and describe how you
will address them.
Expectations of Performance
Explain how expectations of
performance differ in the
honors version of this course
from the standard version of
this course.
Assignments
Provide selected assignments
and explain how they differ in
the honors course and the
standard course (this may be
incorporated in the course
syllabus below).
Honors Courses in North Carolina: Arts Education
July 2005 65
Timetables and Deadlines
Attach or insert course
syllabus.
Pacing Guide
Attach or insert pacing guide.
Assessments
Explain how students will be
assessed in the course and
attach selected assessments
and rubrics.
System for Grading
Describe system for grading.
Instructional Materials,
Equipment, and Technologies
List materials, equipment, and
technologies needed for the
course.
Curriculum Yes No
There is evidence throughout
the curriculum guide that the
course builds upon, extends
and emphasizes a focus; and, is
specifically developed as an
honors course that is more
rigorous, sophisticated and/or
accelerated than a standard
course.
Comments:
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July 2005 66
Instructional Materials Yes_____ No_____
There is evidence throughout
the curriculum guide that
students will be expected to
read and/or interact to a wide
spectrum of challenging,
thought provoking, relevant
instructional materials .
Comments:
Acceleration Yes_____ No_____
There is evidence through
timetables and deadlines in the
curriculum guide of
appropriate, accelerated
pacing.
Comments:
Extent of Learning Yes_____ No_____
There is evidence throughout
the curriculum guide that
student learning must go
beyond the skills of
recognition, fact gathering and
recall.
Comments:
Honors Courses in North Carolina: Arts Education
July 2005 67
Instruction/Delivery Standards
Teacher Preparation Pedagogy, Knowledge and Skills
Provide documentation that
the teacher possesses the
necessary pedagogical skills,
content knowledge and skills,
and technological skills to
deliver the course and that
he/she has pursued continuous
learning for knowledge and
application of content and
pedagogy in this content area.
Continuous Learning
Teaching
Strategies
Yes, this practice is
evident in the
curriculum guide and
teaching practices
No, this practice is not
evident in the
curriculum guide and
teaching practices. If
no, provide comments
at the end of this
checklist.
Interchange
Independent Study
Research
Technology
Integration of
learning
Authentic and
experiential
learning
Higher level
thinking skills
Instructional
Diversity
Teaching Strategies
Use this checklist to ensure
that the practices identified in
the standards are evident in
the curriculum guide and in
classroom practices for the
teacher:
Comments:
Honors Courses in North Carolina: Arts Education
July 2005 68
Assessment/Student Work Standards
Assessment
Standards
Yes, this practice is
evident in the
curriculum guide and
teaching practices.
No, this practice is not
evident in the
curriculum guide and
teaching practices.
Numerous
opportunities for
student
demonstration of
goals, objectives,
and concepts:
-performances;
-presentations;
-demonstrations;
-applications;
-processes;
-products
Multiple and on-
going forms of
assessment are
used to include:
-open-ended questions;
-original interpretations;
-authentic products;
-analytical writing;
-other forms of
assessment
Use this checklist to ensure
that the assessment practices
identified in the standards are
evident in the curriculum
guide and in classroom
practices.
Use of On-going
Teacher
Assessment:
-to assess students to
obtain feedback;
-to plan;
to guide and reshape
instruction;
-to help students gauge
progress;
-to determine individual
needs;
-to evaluate/grade
students
Honors Courses in North Carolina: Arts Education
July 2005 69
Assessment
Standards
Yes, this practice is
evident in the
curriculum guide and
teaching practices.
No, this practice is not
evident in the
curriculum guide and
teaching practices.
Student
Assessment
-Opportunities for
student self-evaluation
-Opportunities for
students to improve final
assessments or products
Multiple Types of
Assessment to
include:
-self;
-peer;
-teacher;
-outside expert
Students have
opportunities to:
-establish learning
targets;
-monitor for clarity and
accuracy;
-adjust learning
strategies.
Comments:
Honors Courses in North Carolina: Arts Education
July 2005 70
Arts Education Honors Course Approval Form
Upon completion of the Tea